This practical guide is designed specifically to support those planning and conducting family medicine/primary care education within medical schools around the world. It offers medical educators a collection of pithy, easy to follow chapters, guiding the reader through the curriculum requirements with key references for further detail.
This practical guide is designed specifically to support those planning and conducting family medicine/primary care education within medical schools around the world. It offers medical educators a collection of pithy, easy to follow chapters, guiding the reader through the curriculum requirements with key references for further detail.
Val Wass OBE FRCGP FRCP MHPE PhD Professor of Medical Education in Primary Care, Aberdeen University; Emeritus Professor of Medical Education, Faculty of Medicine & Health, Keele University, UK; Former Chair, WONCA Working Party on Education Victor Ng MD CCFP(EM) MHPE FCFP ICD.D Assistant Dean Schulich School of Medicine and Dentistry, Western Canada; Associate Director, The College of Family Physicians of Canada; Chair, WONCA Working Party on Education
Inhaltsangabe
Section I - Integrating FM into the UG curriculum: Seizing the opportunity 1. Changing healthcare: Building the evidence for generalism 2. Defining family medicine 3. Social accountability 4. Developing an appropriate workforce for the future 5. Academic primary care: The importance of family medicine leaders and role models 6. Barriers for change and how to overcome these Section II - What to aim for: Principles of curriculum design 7. Humanism in family medicine 8. Addressing population needs 9. Addressing patient and family needs 10. Competency-based curricula 11. Designing an integrated curriculum 12. Values-based education: Integrating professionalism into the curriculum 13. The formal, informal, and hidden curricula Section III - Integrating FM into the curriculum: how to achieve this 14. Selecting for medical school entry: Nature or nurture? 15. Early exposure to family medicine 16. Family medicine placements: Apprenticeship learning 17. Longitudinal integrated clerkships 18. Interprofessional learning 19. Experiential learning for undergraduate medical students Section IV - Teaching and learning: Methodologies 20. Blended learning 21. Clinical reasoning 22. Communication skills 23. Clinical and procedural skills 24. Handling risk, uncertainty, and complexity 25. Well-being 26. Supervision, mentorship, and coaching 27. Assessing clinical competency Section V - Assessment 28. The principles of feedback 29. Principles of assessment and assessment tools 30. Struggling students and fitness to practise 31. Quality improvement and evaluation Section VI - Evaluating teaching and learning across the curriculum 32. Evidence-based practice: Medical education research 33. Faculty development and continuous professional development
Section I - Integrating FM into the UG curriculum: Seizing the opportunity 1. Changing healthcare: Building the evidence for generalism 2. Defining family medicine 3. Social accountability 4. Developing an appropriate workforce for the future 5. Academic primary care: The importance of family medicine leaders and role models 6. Barriers for change and how to overcome these Section II - What to aim for: Principles of curriculum design 7. Humanism in family medicine 8. Addressing population needs 9. Addressing patient and family needs 10. Competency-based curricula 11. Designing an integrated curriculum 12. Values-based education: Integrating professionalism into the curriculum 13. The formal, informal, and hidden curricula Section III - Integrating FM into the curriculum: how to achieve this 14. Selecting for medical school entry: Nature or nurture? 15. Early exposure to family medicine 16. Family medicine placements: Apprenticeship learning 17. Longitudinal integrated clerkships 18. Interprofessional learning 19. Experiential learning for undergraduate medical students Section IV - Teaching and learning: Methodologies 20. Blended learning 21. Clinical reasoning 22. Communication skills 23. Clinical and procedural skills 24. Handling risk, uncertainty, and complexity 25. Well-being 26. Supervision, mentorship, and coaching 27. Assessing clinical competency Section V - Assessment 28. The principles of feedback 29. Principles of assessment and assessment tools 30. Struggling students and fitness to practise 31. Quality improvement and evaluation Section VI - Evaluating teaching and learning across the curriculum 32. Evidence-based practice: Medical education research 33. Faculty development and continuous professional development
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