Facilitator

Abstract: This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various theories of learning, the book presents the reasons why teaching adults is so different than teaching children. The book contains 13 appendices (100 pages) which give an overview of brain dominance technology and whole-brain thinking. There is also a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a "facilitator of learning".

Abstract: Part I The Context for Implementing Change Chapter 1 What Key Patterns, Principles, and Lessons Have We Learned About Implementing Change? Chapter 2 What Actions and Events Are Imperative in Facilitating Implementation? Part II The People Part of Change: Three Diagnostic Dimensions: Concerns, Using, and Fidelity Chapter 3 How Can We Clarify the Change? Chapter 4 How Can the Different Feelings and Perceptions About Change Be Understood and Addressed? Chapter 5 What Are Characteristic Behavioral Profiles of Implementers? Part III Leading Change across the Organization Chapter 6 How Do Leaders Make a Difference in Implementation Success? Chapter 7 How Does a Culture of Continuous Learning Support Implementation? Chapter 8 What Can Be Done to Understand a Part of the Change Process That Is Not Controlled by the Leaders or the Followers? Part IV Different Perspectives for Understanding the Big Picture of Change: Systems, Diffusion, and Organization Development Chapter 9 How Can Systems Thinking Enhance the Success of Change Efforts? Chapter 10 How Do Communication Activities and Change Agents Affect Implementation? Chapter 11 In What Ways Can Team Member Skills and Process Consultants Affect Implementation? Part V Combining Views: Perspectives, Constructs, Tools, Applications, and Implications Chapter 12 How Can Change Constructs Be Combined to Understand, Assess, and Lead Efforts to Implement Change? Appendix A Stages of Concern Questionnaire Appendix B Stages of Concern Questionnaire Scoring Device Appendix C Levels of Use of the Innovation Appendix D Six Dimensions of Change Facilitator Style Appendix E Change Facilitator Style Questionnaire Appendix F Change Facilitator Style Questionnaire Scoring Device Appendix G Example Interventions for Each Stage of Concern References Index

Abstract: Teaching is a demanding and complex task. This guide looks at teaching and what it involves. Implicit in the widely accepted and far-reaching changes in medical education is a changing role for the medical teacher. Twelve roles have been identified and these can be grouped in six areas in the model presented: (1) the information provider in the lecture, and in the clinical context; (2) the role model on-the-job, and in more formal teaching settings; (3) the facilitator as a mentor and learning facilitator; (4) the student assessor and curriculum evaluator; (5) the curriculum and course planner; and (6) the resource material creator, and study guide producer. As presented in the model, some roles require more medical expertise and others more educational expertise. Some roles have more direct face-to-face contact with students and others less. The roles are presented in a 'competing values' framework-they may convey conflicting messages, e.g. providing information or encouraging independent learning, helpi...

Abstract: The ABC of Learning and Teaching in Medicine is a fully revised, succinct resource for both novice and experienced medical teachers. It is an excellent introductory text for doctors and other health professionals starting out in their careers as well as offering teaching tips and new perspectives for busy practitioners wishing to keep abreast of developments in medical education.The ABC emphasises the teacher’s role as a facilitator of learning rather than a transmitter of knowledge. It is designed to be practical and accessible and will support good teachers in becoming even better at what they do. Each chapter seeks to explain how different aspects of learning and assessment work (the theory) as well as providing descriptions of educational approaches that work (the practice).This fully updated new edition features core medical education topics such as course design, assessment, learning in groups, feedback, and the creation of learning materials. It also includes invaluable new chapters that address many of the challenges of medical education such as dealing with students in difficulty, the teaching of professionalism in clinical settings, and how to support the development of teachers. Together, these chapters represent an authoritative guide written by a team of educational experts of international renown and is suitable for all health professional educators.