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020 _a9783030106805
024 7 _a10.1007/978-3-030-10680-5
_2doi
040 _bspa
_cES-MaUEC
_dES-MaUEC
050 4 _aRC735
_b.M43 2019 EB
245 0 0 _aMedical Education in Pulmonary, Critical Care, and Sleep Medicine.
_bAdvanced Concepts and Strategies
_cedited by Patricia A. Kritek, Jeremy B. Richards.
264 1 _aCham
_bSpringer International Publishing :
_bImprint: Humana
_c2019.
300 _aXII, 299 páginas 45 ilustraciones, 30 ilustraciones a color
336 _2rdacontent
_aTexto (visual)
_btxt
337 _2rdamedia
_aelectrónico
_bc
338 _2rdacarrier
_arecurso electrónico
_bcr
347 _atext file
_bPDF
_2rda
490 1 _aRespiratory Medicine,
_x2197-7372
490 0 _aMedicine (Springer-11650)
505 0 _aIntroduction -- Section I: Teaching Different Levels of Learners -- Teaching Preclinical Medical Students -- Teaching Clinical Medical Students -- Teaching Residents -- Teaching Fellows -- Section II: Teaching in Different Settings -- Teaching in the Classroom: Large Groups -- Teaching in the Classroom: Small Groups -- Teaching at the Bedside -- Teaching in Clinic -- Teaching on the Wards -- Teaching in the ICU -- Section III: Unique Teaching Strategies -- Teaching Communication Skills -- Teaching with Simulation -- Procedural Teaching -- Distance and Web-Based Learning -- The Role of Feedback in Teaching -- Conclusion.
520 3 _aThis is a book for clinician educators. It offers modern, evidence-based practices to use in teaching learners at a range of levels, with an emphasis on concrete strategies that teachers can implement in their own clinical practices as well as in small and large group settings. Medical education is rapidly changing with emerging evidence on best practices and a proliferation of new technologies. As strategies for effectively teaching medical learners evolve, it is important to understand the implications for Pulmonary, Critical Care, and Sleep Medicine (PCCM). This text is structured to allow easy access to the reader. Chapters are organized around level of learner (e.g., medical student to PCCM fellow to practicing physicians) as well as the location of teaching. Given the variety of clinical settings in which PCCM physicians teach, specific consideration of best practices, broad changes in curricular design and pedagogy are considered in different clinical contexts. Each chapter begins with a focus on why the topic is important for clinician educators. A review of the available evidence and relevant medical education theory about the topic follows, with examples from specific studies that provide insight into best practices regarding the concepts and topics discussed in the chapter. For chapters focusing on learners, different environments are considered and similarly, if the focus is on the learning environment, attention is paid to the approach to different learners. Each chapter ends with a summary of the primary points from the chapter and concrete examples of how clinician teachers can put the concepts discussed in the chapter into practice. This is an ideal guide for educators in pulmonary, critical care, and sleep medicine.
988 _aPrimersemestre_2019_Medicine
650 1 4 _aPneumology/Respiratory System.
_0http://scigraph.springernature.com/things/product-market-codes/H33134
_9549080
653 0 _aPneumology.
653 0 _aCritical care medicine.
700 1 _aKritek, Patricia A.
_eeditor literario
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aRichards, Jeremy B.
_eeditor literario
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_988347
710 2 _aSpringerLink (Online service)
_9106937
776 0 8 _iPrinted edition:
_z9783030106799
776 0 8 _iPrinted edition:
_z9783030106812
830 0 _aRespiratory Medicine,
_x2197-7372
856 4 0 _uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-10680-5
_zAcceso a este recurso digital (usuarios Universidad Europea de Valencia)
942 _2lcc
_cLE
998 _db
_feng
_ggw
_h0