International Handbook of Research in Medical Education

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.

• 1 The Experimental Tradition.- 2 Qualitative Methods.- 3 Psychometric Methods.- 4 Program Evaluation.- 5 The Psychology of Learning.- 6 Clinical Reasoning.- 7 Medical Decision Making.- 8 Individual Differences in Cognitive Style, Learning Style and Instructional Preference in Medical Education.- 9 Critical Thinking and Critical Appraisal.- 10 Student Selection.- 11 Transitions in Basic Medical Science Teaching.- 12 Medical Student Clinical Education.- 13 Postgraduate Education.- 14 Continuing Medical Education.- 15 The Role of the Teacher-Learner Relationship in Medical Education.- 16 Simulations Used to Teach Clinical Skills.- 17 Computers in Medical Education.- 18 Distance Education and the Health Professions.- 19 Problem-Based Learning.- 20 Assessment of Knowledge with Written Test Forms.- 21 Clinical Performance Assessments.- 22 Assessment of Non-Cognitive Factors.- 23 The Use of Computers in Assessment.- 24 Assessment of Clinical Performance: In-Training Evaluation.- 25 Combining Tests and Setting Standards.- 26 Licensure and Certification.- 27 Relicensure, Recertification and Practice-Based Assessment.- 28 Managing the Curriculum and Managing Change.- 29 Faculty Development for Curricular Implementation.- 30 Effective Leadership for Curricular Change.- 31 Professional Caring in the Curriculum.- 32 Disseminating Educational Research and Implementing Change in Medical Educational Environments.- 33 Achieving Large-Scale Change in Medical Education.- List of Authors.

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)