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007			cr nn 008mamaa
008			141018s2015 gw a s 001 0 eng d
020			_a9783319068503
024	7		_a10.1007/978-3-319-06850-3 _2doi
050		4	_aR737 _b2015 EB
082	0	4	_a610
100	1		_aZaidi, Shabih _994832 _0Local
245	1	0	_aTeaching and Learning Methods in Medicine _cby Shabih Zaidi, Mona Nasir
260			_aCham _bSpringer International Publishing _c2015
300			_a1 recurso en línea (XVIII, 334 p.) _b114 ilustraciones, 112 ilustraciones en color
336			_aTexto (visual) _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
505	0		_aIntroduction -- Evolution of medical education over millennia -- Medical education in twentieth century -- Theories and principles of learning :Pedagogy and Andragogy -- The triangle of medical education -- Curriculum development -- Instructional strategies -- Assessment and evaluation -- Research methodology -- Medical writing -- Evidence Based Medicine -- Communication skills -- Medical ethics, etc -- Case study and a model of COME ( Community Oriented Medical Education) -- Some other models eg. MLEs and curricula in the Caribbean medical schools -- Medical education at American University of Barbados -- Some other models to view -- Epilogue.
520	3		_aThis book considers the evolution of medical education over the centuries, presents various theories and principles of learning, and discusses different forms of medical curriculum and the strategies employed to develop them, citing examples from medical schools in developed and developing nations. Instructional methodologies and tools for assessment and evaluation are discussed at length and additional elements of modern medical teaching, such as writing skills, communication skills, evidence-based medicine, medical ethics, skill labs, and webinars, are fully considered. In discussing these topics, the authors draw upon the personal experience that they have gained in learning, teaching, and disseminating knowledge in many parts of the world over the past four decades. Medical education is an ancient philosophy originally taught through a process of apprenticeship and long association between tutor and pupil. Since the introduction of problem-based learning in the 1950s, the scientifically based traditional curriculum developed in the early twentieth century has met with fierce opposition. These conflicting andragogical and pedagogical perspectives, and the cognitive, affective, and psychomotor domains of learning, are explained and discussed in this book, which will be of interest for medical students, doctors, teachers, nurses, paramedics, and health and education planners.
710	2		_aSpringerLink (Online service) _0Local _9106996
942			_2lcc _cLE
650		7	_aMedicina _xEnseñanza _0comprobar BNE19901353316 _2embne _9182300
700	1		_aNasir, Mona _994833 _0Local
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://link.springer.com/book/10.1007/978-3-319-06850-3 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
901			_ai9783319068503
907			_a.b12907637 _b10-10-17 _c10-02-16
988			_aSpringer_Medicine_2015
998			_am _a_alco _a_vill _b27-06-17 _cm _dz _ea _feng _ggw _h0
945			_aR737 .Z35 2015 EB _g1 _ieBOOK _j0 _lmae _o- _pEUR0.00 _q- _r- _sb _t15 _u0 _v0 _w0 _x0 _y.i11575311 _z06-04-17
999			_c82123 _d82123 _x1