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Titlebook: Active Education for Future Doctors; Nomy Dickman,Barbara Schuster Book 2020 Springer Nature Switzerland AG 2020 Medical school education.

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發(fā)表于 2025-3-21 16:28:55 | 只看該作者 |倒序瀏覽 |閱讀模式
期刊全稱Active Education for Future Doctors
影響因子2023Nomy Dickman,Barbara Schuster
視頻videohttp://file.papertrans.cn/145/144193/144193.mp4
發(fā)行地址Edited and written by active educators practicing in various fields, providing diverse perspectives on the broad range of methods of active learning.Provides practical examples to implement various me
圖書封面Titlebook: Active Education for Future Doctors;  Nomy Dickman,Barbara Schuster Book 2020 Springer Nature Switzerland AG 2020 Medical school education.
影響因子.This book is designed to aid the faculty of medical and other health related schools in developing the pedagogical skills to transform their teaching in multiple settings including the classroom, the conference room, the ambulatory office, and the hospital from a passive learning experience to an active learning experience. In this transformation, the teacher morphs from the ‘a(chǎn)ll knowing expert’ to the ‘learning facilitator and coach’. After a brief review of adult learning theory the remainder of the book will focus on a broad variety of teaching techniques and classroom activities that ‘flip’ the classroom from a passive to an active learning environment. In addition to condensed explanations of each of the techniques, examples of each process will be presented with suggestions for flexing the techniques to better accommodate a variety of learning settings and a diversity of learners..
Pindex Book 2020
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https://doi.org/10.1007/978-3-658-13803-5ience with direct teaching in large groups and decreasing opportunities for medical students to become actively engaged in patient care. Medical students, acknowledged to be academically gifted adults, struggle with the boredom that develops with passive education and react by decreasing class atten
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https://doi.org/10.1007/978-3-662-12275-4ace new technologies and treatments, they are often less enthusiastic about newer concepts of health, particularly if they demand the acquisition of skills that they believe are less relevant. A classic example relates to social determinants and their impact on individuals’ health and appreciating h
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