Search Results - "Harden, R M"

AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher by Crosby, R.M. Harden, Joy

“…Teaching is a demanding and complex task. This guide looks at teaching and what it involves. Implicit in the widely accepted and far-reaching changes in…”
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What is a spiral curriculum? by HARDEN, R.M.

“…Describes the nature, implementation, and value of a spiral curriculum in which topics of study are revisited with each successive encounter building on the…”
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Learning outcomes and instructional objectives: is there a difference? by Harden, R.M.

“…Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study. The concept of learning outcomes and outcome-based…”
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AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician by Shumway, J.M., Harden, R.M.

“…Two important features of contemporary medical education are recognized. The first is an emphasis on assessment as a tool to ensure quality in training…”
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AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education by HARDEN, R. M.

“…Outcome-based education, a performance-based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and…”
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The integration ladder: a tool for curriculum planning and evaluation by HARDEN, R. M

“…Integration has been accepted as an important educational strategy in medical education. Discussions about integration, however, are often polarized with some…”
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An international virtual medical school (IVIMEDS): the future for medical education? by Harden, R. M., Hart, I. R.

“…The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web have the potential of changing the…”
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Integration of e-learning resources into a medical school curriculum by Khogali, S.E.O., Davies, D.A., Donnan, P.T., Gray, A., Harden, R.M., Mcdonald, J., Pippard, M.J., Pringle, S.D., Yu, N.

“…Background: E-learning has the potential to make important contributions to medical education, but there has been limited study of a blended approach in which…”
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Developments in outcome-based education by Harden, R.M.

“…Discusses some of the papers in this issue that address outcome-based education. As an educational approach, outcome-based education is still in its infancy in…”
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BEME Guide No. 1: Best Evidence Medical Education by Harden, R. M, Grant, Janet, Buckley, Graham, Hart, I. R

“…There is a need to move from opinion-based education to evidence-based education. Best evidence medical education (BEME) is the implementation, by teachers in…”
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AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment by David, M. Friedman Ben, Davis, M.H., Harden, R.M., Howie, P.W., Ker, J., Pippard, M.J.

“…This guide is intended to inform medical teachers about the use of portfolios for student assessment. It provides a background to the topic, reviews the range…”
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AMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes by Harden, J.R. Crosby, M.H. Davis, M. Friedman, R.M.

“…Increased attention is being paid to the specification of learning outcomes.This paper provides a framework based on the three-circle model: what the doctor…”
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AMEE guide No. 12: Multiprofessional education: Part 1 - effective multiprofessional education: a three-dimensional perspective by HARDEN, R. M.

“…The question with multiprofessional education is not whether it is effective or not. Rather it is in what circumstances can this important educational strategy…”
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The learning environment and the curriculum by Harden, R.M.

“…Issues concerning core curriculum for medicine are examined. Definition of curriculum and curriculum design structure are also discussed…”
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AMEE Medical Education Guide No. 13: real patients, simulated patients and simulators in clinical examinations by Collins, J P, Harden, R M

“…In the assessment of clinical competence it is important to observe a candidate interacting with a patient. The role of the patient in this encounter will vary…”
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The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners by Simpson, J.G., Furnace, J., Crosby, J., Cumming, A.D., Evans, P.A., David, M. Friedman Ben, Harden, R.M., Lloyd, D., McKenzie, H., McLachlan, J.C., McPhate, G.F., Percy-Robb, I.W., MacPherson, S.G.

“…This paper describes a set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools. The…”
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Task-based learning: the answer to integration and problem-based learning in the clinical years by HARDEN, R. M, CROSBY, J, DAVIS, M. H, HOWIE, P. W, STRUTHERS, A. D

“…Intoduction Integrated teaching and problem‐based learning (PBL) are powerful educational strategies. Difficulties arise, however, in their application in the…”
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AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide by DAVIS, M.H.

“…This practical guide for health professions teachers provides a perspective of one of the most important educational developments in the past 30…”
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Trends and the future of postgraduate medical education by Harden, R M

“…Where is the present flurry of activity in medical education leading and what sort of future is envisaged? This paper looks at trends in postgraduate medical…”
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Death by PowerPoint-the need for a 'fidget index' by Harden, R. M.

“…PowerPoint is an application designed to help the speaker or lecturer assemble professional looking slides to be used in oral presentations. The result sadly…”
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