{"title":"Iamse Manuals","description":"\u003cp\u003eIAMSE Manuals offer essential guides for health science educators. Explore practical approaches to teaching, curriculum design, and assessment. 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CBCL combines elements from team-, case- and problem-based based learning using a flipped classroom model. This book presents a detailed “how to” guide on how to create CBCL classroom materials, how to facilitate vivid discussions, and how to support students and faculty in a CBCL curriculum. The first chapter explores the CBCL method in context of established educational principles. The second chapter provides a step-wise guide to creating CBCL teaching materials from scratch or adapting existing resources. Chapter three discusses how to support both - faculty and students - in making the most out of in-class case discussions. The last chapter explores modifications to the CBCL method that have evolved over time in adapting to teaching remotely, as well as promoting self-directed learning skills in students. While originally developed in context of undergraduate medical education, the CBCL method is of interest to anyone in higher education that values flipped classroom methods and discussion-based teaching.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51064816402705,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":51064818204945,"sku":"NIN9783031144394","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52472477253905,"sku":"NLS9783031144394","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3031144392.jpg?v=1750999189"},{"product_id":"how-to-guide-for-team-based-learning-book-ruth-e-levine-9783030629229","title":"How-to Guide for Team-Based Learning","description":"Chapter 1: What is Team-Based Learning?.- Chapter 2: How to Design and Implement TBL?.- Chapter 3: What Factors will Facilitate or Sabotage my Success?.- Chapter 4: How Can I Learn the Knowledge and Skills to Get Started?.- References.- Bibliography.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52425569534225,"sku":"NLS9783030629229","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ NEW \/ INGRAM","offer_id":52760416321809,"sku":"NIN9783030629229","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030629229.jpg?v=1759155209"},{"product_id":"leveraging-and-assessing-student-thinking-book-stacey-pylman-9783031897139","title":"Leveraging and Assessing Student Thinking","description":"This book is a compilation of teaching theories and strategies for eliciting and interpreting student thinking to adapt to educational settings.    Medical education is no longer about simply providing students with knowledge, as it was in Flexner’s day. Modern medical education is focused on shaping how students understand, define, and move the practice of medicine forward. Modern medical schools focus on building student’s ability to reason clinically and develop their own identity as professionals while integrating those pieces of their identity with their emerging content knowledge.    This level of high-quality education requires medical educators to understand their learners and see their learners as more than repositories for knowledge. A medical educator must understand who the learner is, what the learner already knows, and what misunderstandings the learner has. Hence, educators must learn to be skilled not simply at conveying information, but rather at eliciting student thinking and understanding to discern what and how to best teach the learner. Faculty often think of teaching this way as complex and time-consuming. 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In the first section of this manual, we define the practices of eliciting and interpreting student thinking and explain why student thinking matters, introduce readers to gradual release theories of learning, and showcase the benefits of using students’ experiences, background, and prior knowledge. In the second section of the manual, we explain in further detail how to leverage and assess student thinking. 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As the uptake of online techniques has increased, so has the research into their pedagogical underpinnings. However, the speed of these developments means many health professional educators remain unfamiliar with the evidence base and practicalities of actually designing and delivering these learning experiences. This book summarizes best practices in online education in a succinct, curated, and practical manner. It is designed with the busy health professional educator in mind and is written by fellow health professional educators who understand the everyday challenges of the role. It highlights core principles, gives step-by-step guidance on how to implement these for clinical learners and includes copious ‘tips and tricks’ to facilitate success. 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