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Books > Social sciences > Education > Higher & further education > General
A thoroughly revised and updated fourth edition of a text that has
become an international standard for curriculum development in
health professional education. Intended for faculty and other
content experts who have an interest or responsibility as educators
in their discipline, Curriculum Development for Medical Education
has extended its vision to better serve a diverse professional and
international audience. Building on the time-honored, practical,
and user-friendly approach of the six-step model of curriculum
development, this edition is richly detailed, with numerous
examples of innovations that challenge traditional teaching models.
In addition, the fourth edition presents * updates in our
understanding of how humans learn; * a new chapter on curricula
that address community needs and health equity; and * an increased
emphasis throughout on health systems science, population health,
equity, educational technology in health professions education, and
interprofessional education. This new edition remains a
cutting-edge tool and practical guidebook for faculty members and
administrators responsible for the educational experiences of
health professional students, residents, fellows, and
practitioners. It includes chapters on each of the steps of
curriculum development, with updated examples and questions to
guide the application of the timeless principles. Subsequent
chapters cover curriculum maintenance and enhancement,
dissemination, and curriculum development for larger programs.
Appendixes present examples of full curricula designed using the
six-step approach, which is widely recognized as the current
standard for publication and dissemination of new curricula and
provides a basis for meaningful educational interventions,
scholarship, and career advancement for the health professional
educator. The book also provides curricular, faculty development,
and funding resources. Contributors: Chadia N. Abras, Belinda Y.
Chen, Heidi L. Gullett, Mark T. Hughes, David E. Kern, Brenessa M.
Lindeman, Pamela A. Lipsett, Mary L. O'Connor Leppert, Amit K.
Pahwa, Deanna Saylor, Mamta K. Singh, Sean A. Tackett, Patricia A.
Thomas
The Impact of PDS Partnerships in Challenging Times is the follow
up to Doing PDS: Stories and Strategies from Successful Clinically
Rich Practice (2018). The first book included stories that
described our experiences across more than twenty-five years of PDS
partnerships. We sought to examine and chronicle the innovative
ways we negotiate school-university collaboration while explaining
the development of the SUNY Buffalo State PDS consortium. This
second volume strives to explore the impact of our endeavors
individually at each school/community site and collectively as an
entire consortium to point to the important ways that
school-university partnership contributes to all stakeholders and
where we might do better. SUNY Buffalo State's PDS roots go back to
1991 with one local school partner. Today this school-university
partnership consortium connects with over 100 schools with
approximately 45 signed agreements each semester in Western New
York, nationally, and internationally. The SUNY Buffalo State PDS
consortium is grounded in three frameworks for clinically rich
practice: (a) the National Association for Professional Development
Schools Nine Essentials (Brindley, Field, & Lesson, 2008); (b)
CAEP Standards for Excellence in Educator Preparation, Standard 2
(http://caepnet.org/ standards/standard-2, 2018); and (c) the
Buffalo State Teacher Education Unit Conceptual Framework
(https://epp.buffalostate.edu/conceptualframework, 2018). Through
specific examples, each chapter utilizes a case study approach to
describe the nature of various partnerships situated in research
with a focus on the impact of the partnership. The chapters are
intentionally succinct to provide a focused look at a particular
partnership activity as each contributes to the larger goals of the
entire consortium. Every chapter follows a similar structure -
defining a challenge identified by the members of the consortium, a
review of the relevant literature, an explanation of how the
school/community liaison team responded to the challenge and the
data gathered to determine impact, an "impact at a glance" chart to
report the findings, and an identification of the necessary next
steps in the project.
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