Pocket Guide to Teaching for Medical Instructors -- Contents -- Working group -- Contributors to the third edition -- Contributors to the first and second editions -- Foreword -- Preface to the third edition -- Preface to the first edition -- Acknowledgments -- 1 Adult learning -- Introduction -- Knowles and the adult learner -- Autonomy and self-determination -- Life experience and knowledge -- Unfreezing- change- refreezing -- Goal orientated -- Relevance orientated -- Practical -- Esteem -- The experiential learning cycle -- Blended learning -- Situated learning -- Community of practice -- Maximising motivation -- Summary and learning -- References -- 2 A structured approach to teaching -- Introduction -- Environment -- Set -- Dialogue -- Closure -- Summary and learning -- Reference -- 3 Lecturing effectively -- Introduction -- Disseminating information -- Reducing ambiguity -- Stimulating learner interest -- Introducing content -- Environment -- Set -- Dialogue -- Interaction -- Closure -- Summary and learning -- Reference -- 4 Teaching skills -- Introduction -- Environment -- Set -- Dialogue -- The skills teaching algorithm -- Closure -- Summary and learning -- References -- 5 Managing simulations -- Introduction -- Environment -- Set -- Dialogue -- Physical realism -- Psychological realism -- A note on safety -- Closure -- Summary and learning -- References -- 6 Facilitating discussions -- Introduction -- Environment -- Set -- Dialogue -- Closure -- Summary and learning -- References -- 7 Getting assessment right -- Introduction -- What do we mean by assessment? -- Why assess? -- Assessment design -- Environment -- Set -- Dialogue -- Closure -- Summary and learning -- References -- 8 Feedback -- Introduction -- The learning conversation -- Starting the conversation -- Exploring the learners issues -- Including the group.

Sharing your thoughts -- Checking for unresolved issues and summarising -- Summary and learning -- References -- 9 e-Learning -- Introduction -- Background -- The advantages of e-learning -- Text, figures and tables -- Other hyperlinks, including reusable learning objects -- Person-to-person interaction -- Limitations of e-learning -- A blended approach -- Summary and learning -- 10 Supporting learning -- Introduction -- What makes a good instructor? -- Level 1: clinical credibility -- Level 2: expertise in teaching and learning methods -- Level 3: in role self-awareness -- Level 4: role model -- Mentorship -- Other issues -- Attending meetings -- Supporting other instructors -- Regulations and requirements -- Summary and learning -- References -- 11 Teaching teams -- Introduction -- How can we teach teams to work together? -- Summary and learning -- References -- Index -- EULA.