Common Diseases: Their Nature, Incidence and Care

Medical Books

John, Fry

Medicine

MTP Press

Handbook of Cardiac Care

Book by Ball, K.P., Fleming, J.S., Fowler, T.J., James, I., Maidment, G., Ward, C.

Ball, KP, J Fleming, T J Fowler, I James, G Maidment, C Ward

Health, Fitness & Dieting

The Assessment of Clinical Competence in General Family Practice

W.E. & MARSHALL J.R. FABB

<p>The phenomenon of drug abuse is part of the human experience that extends as far back in time as recorded history exists. Today, however, it has a new and much greater dramatic urgency. The reasons for this are multiple and worrisome. Last year, of the total of approximately 1.9 million total deaths that occurred in the United States, a conservative estimate is that more than one-quarter were premature deaths due to the addictive disorders. These include over 300,000 deaths related to cigarette smoking, which represents in many respects the prototypic addiction in this country; over 200,000 deaths related to alcohol, and many more related to mUltiple other drugs-licit and illicit-that are abused in this society. Twenty-five years ago, drug use was essentially unknown in our school age population. In 1960, a tragic increase of drug use in our young people began, so that by 1978 more high school seniors were current users of marijuana than of cigarettes. Despite the fact that the use of most drugs by high school populations appears to have peaked in the late 1970s and to be decreasing at the present time, most experts still believe that drug use by American young people represents the highest level of that found in any Western developed country.</p>

Social and Medical Aspects of Drug Abuse

G. Serban

<p>The attributes of an effective clinical teacher 54 Improving ward-based teaching 55 57 Improving the clinical tutorial 60 Alternatives to traditional ward teaching 'lechniques for teaching particular practical and clinical skills 62 Evaluating clinical and practical teaching 66 67 Guided reading 69 CHAPTER FIVE: PLANNING A COURSE 70 Introduction 70 Who should be responsible for course design? Objectives and course design 71 Writing objectives 72 Relating objectives to teaching and learning activities 76 Relating objectives to assessment methods 78 Sequencing and organizing the course 80 'Ihlditional versus innovative curricula 80 Other course design considerations 81 Evaluating the course 82 Guided reading 83 CHAPTER SIX: ASSESSING THE STUDENTS 85 Introduction 86 The purpose of assessment 86 What you should know about educational measurement 88 Assessment methods 91 Types of assessment 91 Essay 92 Short-answer 94 Structured (written) 95 Objective tests 98 Direct observation 106 Oral 109 Structured (clinical/practical) 111 Self-assessment 111 Reporting the results of assessment 113 Guided reading 114 CHAPTER SEVEN: PREPARING TEACHING MD'ERIALS AND USING TEACHING AIDS 117 Introduction 118 Basic principles of teaching material preparation 118 Types of teaching material and aids 119 vi The overhead projector 120 The blackboard 123 The 3Smm slide projector 125 Video and film 127 'Jape-slide presentations 133 Printed materials 134 New technologies 136 Evaluating teaching materials 137 Guided reading 138 CHAPTER EIGHT: HELPING STUDENTS LEARN 139 Introduction 140 How students learn 140 Learning more effectively 142 Guided reading 145 APPENDIX: WHERE TO FIND OUT MORE ABOUT MEDICAL EDUCATION 147 Books 148</p>

A Handbook for Medical Teachers

Newble, David I.

Congenital Heart Disease (Current Status of Clinical Cardiology)

Macartney, F.J

Immunology and Molecular Biology of Cardiovascular Diseases (Current Status of Clinical Cardiology, 7)

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