International Handbook of Research in Medical Education

1. Part 1

   1. Instructional Strategies

      1. Simulations Used to Teach Clinical Skills

         • Ruth-Marie E. Fincher, Lloyd A. Lewis

         Pages 499-535

      2. Computers in Medical Education

         • Julie J. McGowan, Eta S. Berner

         Pages 537-579

      3. Distance Education and the Health Professions

         • Brian Hodges

         Pages 581-611

      4. Problem-Based Learning

         • Arthur Rothman, Gordon Page

         Pages 613-641

2. Part Two

   1. Assessment

      1. Introduction

         • David Newble

         Pages 645-646

      2. Assessment of Knowledge with Written Test Forms

         • Steven M. Downing

         Pages 647-672

      3. Clinical Performance Assessments

         • Emil R. Petrusa

         Pages 673-709

      4. Assessment of Non-Cognitive Factors

         • Annie Cushing

         Pages 711-755

      5. The Use of Computers in Assessment

         • Brian E. Clauser, Lambert W. T. Schuwirth

         Pages 757-792

      6. Assessment of Clinical Performance: In-Training Evaluation

         • Jeff Turnbull, Christina Van Barneveld

         Pages 793-810

      7. Combining Tests and Setting Standards

         • John Norcini, Robin Guille

         Pages 811-834

      8. Licensure and Certification

         • W. Dale Dauphinee

         Pages 835-882

      9. Relicensure, Recertification and Practice-Based Assessment

         • John Cunnington, Lesley Southgate

         Pages 883-912

   2. Implementing the Curriculum

      1. Introduction

         • Lynn Curry

         Pages 915-916

      2. Managing the Curriculum and Managing Change

         • Wayne K. Davis, Casey B. White

         Pages 917-944

      3. Faculty Development for Curricular Implementation

         • Brian C. Jolly

         Pages 945-967

      4. Effective Leadership for Curricular Change

         • Carole J. Bland, Lisa Wersal

         Pages 969-979

      5. Professional Caring in the Curriculum

         • Sally H. Cavanaugh

         Pages 981-996

      6. Disseminating Educational Research and Implementing Change in Medical Educational Environments

         • Sheila W. Chauvin

         Pages 997-1037

      7. Achieving Large-Scale Change in Medical Education

         • Lynn Curry

         Pages 1039-1084

GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.

• certification
• education
• health
• learning
• psychology
• teaching

From the reviews:
"[...] the text is well written, clear and concise throughout. It is likely that this will remain one of the most important reference texts for many years to come and will find a comfortable place on the bookshelf of any medical educator."
(Dr J.L. Burton in ACP News, Autumn 2003)
"This book is an excellent resource, lacking in no respect. Curriculum reform, management, and implementation, topics most medical teachers are involved in, covered in Section six, comes as the icing on the cake. In order for every medical teacher/educator to be able to see the "big picture", this final section is a must read."
(Croatian Medical Journal, 45:2, 2004)

• McMaster University, Canada

  Geoff R. Norman

• University of Maastricht, The Netherlands

  Cees P. M. Vleuten, Diana H. J. M. Dolmans

• University of Sheffield, UK

  David I. Newble

• Dalhousie University, Canada

  Karen V. Mann

• University of Toronto, Canada

  Arthur Rothman

• CurryCorp, Canada

  Lynn Curry

David Newble is Professor and Head of the Department of Medical Education at the University of Sheffield, UK, and was previously Associate Professor of Medicine at the University of Adelaide, South Australia.

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