This work contains a Foreword by Dorothy Marriss, Deputy Vice Chancellor and Dean, School of Health and Social Care, University of Chester. This practical guide promotes evidence-based teaching. It provides a thorough, critical analysis of various healthcare teaching strategies, offering new strategies and an integrative approach promoting blended learning, self-directed study, simulation, the use of medical humanities and story-telling. Health and social care educators in all sectors and across all fields will find this book invaluable, as will education policy makers and shapers, and health and social care professionals with an interest in education and professional development. 'This book gives the reader an immensely readable account of the move healthcare education has made into the 21st Century. The move from a syllabus of training detailing concise statements in relation to learning to a curriculum for education that emphasises learning strategy and outcomes is a fairly recent development in education planning. Now the teacher is a facilitator of learning with the expertise to create a stimulating learning environment. I highly recommend this book as a rich source of education development for the new teacher and as a refresher for the more experienced teacher' - Dorothy Marriss, in the Foreword.

How much do we need to know the truth?
Nothing and no one are quite what they seem, in this psychological mystery set in Norfolk.
Melanie, still haunted by the suicide of a former school-friend, has no particular interest in the suicide of her mother's neighbour: an elderly woman she'd never even met. But, as she finds herself becoming emotionally involved with a relative of the dead woman, secrets unravel that not only jeopardise their developing relationship but also threaten to shatter the memories she holds of her own family history.