By S. M. Case (auth.), A. J. J. A. Scherpbier, C. P. M. van der Vleuten, J. J. Rethans, A. F. W. van der Steeg (eds.)
About 550 registrants from fifty one assorted nations attended the 7th Ottawa convention on scientific schooling and review in Maastricht. We bought 525 abstracts for the convention, divided in thematic poster classes and platform displays. establishing the convention used to be an honour and we attempted to satisfy the excessive criteria of a pleasant and secure surroundings which has characterised prior Ottawa meetings. in the course of and after the convention approximately 250 papers have been submitted for ebook within the convention lawsuits, leaving us little time for a post-conference melancholy. regardless of the big variety of papers, the editors have tried to check and edit the papers as care totally as attainable. sometimes, despite the fact that, correspondence passed moderate closing dates, combating cautious enhancing of a small variety of the papers. even though we felt that our editorial job used to be no longer rather accomplished, we however determined to incorporate those papers. We thank the numerous authors for his or her enthusiastic and urged reaction to - sometimes tedious - editorial feedback and requests. we're certain that this collective attempt has ended in a publication that would make a big contribution to the sector of scientific schooling. The editors are looking to thank Jocelyn Flippo-Berger whose services with table most sensible publishing and perseverance used to be a good help.
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Extra resources for Advances in Medical Education
Once you acquired expertise, it was only a question oftransmitting it to students. If they failed to learn, it was generally their fault. Even the process of transmitting information was assumed to be facilitated by content expertise. In 1958, Case Western University Medical School took a bold step. It established a Division of Medical Education Research to assist in the evaluation of the new organ-based medical student curriculum. H. Ham, the founder of the Division, implemented a collaborative educational research model whereby faculty members could learn to study their instructional problems.
Peer coaching for teaching improvement involves faculty members in collaborative arrangements with one another in the formative discussion of teaching, just as one might take a research paper or grant to a colleague for purposes of garnering new insights. 21 22 Hekelman and her colleagues in Family Medicine at Case Western University School of Medicine begin their peer coaching a series of workshops, video-taped teaching and feedback sessions, and readings designed to increase the faculty Key-Note Addresses partners' attention to the content and process of teaching.
4. Evans CH. Faculty development in a changing academic environment. Acad Med 1995;70:14-20. 5. Irby DM. What clinical teachers in medicine need to know. Acad Med 1993;69:333-42. 6. Gaff JG, Simpson RD. Faculty development in the United States. Innovative Higher Education 1994;18:167-76. 7. Eble KE, McKeachie WJ. Improving Undergraduate Education Through Faculty Development. San Francisco: Jossey-Bass Publishers, 1985. 8. Miller GE. Educating Medical Teachers. Cambridge, Massachusetts: Harvard University Press, 1980.
Advances in Medical Education by S. M. Case (auth.), A. J. J. A. Scherpbier, C. P. M. van der Vleuten, J. J. Rethans, A. F. W. van der Steeg (eds.)