Teaching and Learning Preface Introduction Why competency based learning and education Compentence and performance CoBaTriCE competencies for ICM training Competency domains for ICM How do professionals learn in practice Learning in practice Learning by immersion Learning by doing Learning from role models Learning by social interaction The hidden curriculum, socialisation, and individual differences Conclusion Stimulating professional learning in practice Striving for the best possible medical practice and organizing trainees participation Conscious role modelling Assigning tasks relevant for learning Planning teaching moments and strategies in the clinical workplace Providing feedback Utilisation of clinical practice Stimulating professional learning outside clinical practice Lecturing Small group teaching Practical skills teachingSimulation based training Assessing clinical competence Why do you assess clinical competence? When do you assess clinical competence? What do you assess? Who is assessing? What ways of assessment do you use? Quality of assessment Dealing with difficult situations How to design learning on and off the job Quality improvement Faculty development Evaluation of a programme (or component) Conclusion Self Assessment Type A Questions Type K Questions Patient Challenges Teaching and Learning Teaching and Learning Table of contents: Preface Teaching and Learning Preface Introduction Why competency based learning and education Compentence and performance CoBaTriCE competencies for ICM training Competency domains for ICM How do professionals learn in practice Learning in practice Learning by immersion Learning by doing Learning from role models Learning by social interaction The hidden curriculum, socialisation, and individual differences Conclusion Stimulating professional learning in practice Striving for the best possible medical practice and organizing trainees participation Conscious role modelling Assigning tasks relevant for learning Planning teaching moments and strategies in the clinical workplace Providing feedback Utilisation of clinical practice Stimulating professional learning outside clinical practice Lecturing Small group teaching Practical skills teachingSimulation based training Assessing clinical competence Why do you assess clinical competence? When do you assess clinical competence? What do you assess? Who is assessing? What ways of assessment do you use? Quality of assessment Dealing with difficult situations How to design learning on and off the job Quality improvement Faculty development Evaluation of a programme (or component) Conclusion Self Assessment Type A Questions Type K Questions Patient Challenges Teaching and Learning
