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Problem-based learning has been one of the most influential developments in medical education. From its beginnings at McMaster University in the late 1960s, it has supplanted the traditional lecture-based learning model in many medical schools and has expanded around the world and beyond medical education into a host of other disciplines. Writing a scholarly primer about it, however, presents many challenges, as problembased learning has evolved over the years and means different things to different people. This paper begins with a definition of problem-based learning and a discussion of the different elements of implementing it. This is followed by a description of selected research on the effectiveness of problem-based learning. This paper describes the pedagogy of all one-to-one encounters in undergraduate and postgraduate medicine aimed at enhancing competent and reflective practice. It promotes a consistent and coherent approach to supervision across the medical career cycle, from the undergraduate years, through the foundation years and specialty training, and into lifelong learning. While there is some overlap with technical training, the emphasis here is on educational encounters that are based on lived, complex professional experience rather than on abstract or factual knowledge. The focus of such encounters may be on casework with clients and patients, on issues arising within the workplace or professional network, on career choices, or on any combination of these. Association for the Study of Medical Education 2006 Understanding Medical Education Understanding Medical Education ASME gratefully acknowledges the financial support of the Higher Education Academy Much has already been written about the portfolio-based approach to learning. The first part of this publication considers key messages from the literature and argues that an understanding of portfolios can only follow from consideration together of the three issues of content, purpose and assessment. Assessment of portfolios is discussed further in the context of the educational philosophy that underpins what it means to practise as a reflective professional. Practical aspects of design, implementation and acceptability are dealt with throughout. Understanding Medical Education This paper addresses the issues involved in teaching and learning in small groups. The principles discussed apply equally to undergraduate and postgraduate education. It defines small group work, and presents illustrative experiences of students and trainees. Practical issues are aired and different tutoring styles discussed. A range of techniques for running small groups is presented, together with some suggestions for dealing with difficult group members and maintaining group boundaries. It answers some frequently asked questions, and all of the above is supported through recommendations for further reading and a comprehensive list of key references. Association for the Study of Medical Education 2006 ASME gratefully acknowledges the financial support of the Higher Education Academy Understanding Medical Education Understanding Medical Education This paper describes the key concepts fundamental to good assessment design: reliability, validity, educational impact, costeffectiveness and acceptability. No single assessment instrument is perfect and a good assessment programme will encompass a variety of test methods. The authors summarise the strengths and weakness of the most popular assessment methods in medical education today and discuss how the results of these may be combined and standards set. This is an essential introduction to assessment for all medical educators by two of the foremost academics in the field. Association for the Study of Medical Education 2006 ASME gratefully acknowledges the financial support of the Higher Education Academy This paper provides a summary of some of the broad range of teaching approaches, tools and techniques that are covered by the term electronic learning or elearning. These include computer-assisted learning packages, simulations, online and blended continuing professional development courses, virtual learning environments and emerging technologies such as wikis and podcasts. More importantly, it emphasises the importance of designing a curriculum or learning approach in which such tools serve as a part of a larger educational environment, and presents a summary of evidence and best practice to assist those who wish to integrate such tools effectively into their own teaching and learning. Association for the Study of Medical Education 2006 Understanding Medical Education ASME gratefully acknowledges the financial support of the Higher Education Academy This paper examines the nature and diversity of interprofessional education (IPE), the characteristics of good IPE and ways of delivering IPE. It explores the challenges of facilitating and assessing IPE. Its central argument is that good IPE is just a special case of good professional education: the differences lie in realising the potential of learning within a deliberately mixed group and in overcoming the inevitable logistical challenges of getting mixed groups together (whether in person or electronically). In this extended paper, David Wall covers the wide role of evaluation in medical education from micro- to macro-, from the evaluation of individual teaching episodes to entire curricula; for the purposes of improving pedagogy to influencing national policy. Evidence from rigorous and well-conducted educational evaluation, he argues, is essential to achieve the best medical education for our students, our trainees and all doctors engaged in continuing professional development. ASME Bk2 elearning COVER.indd 1 10/8/06 10:10:44 The assessment of clinical competence has become a focus of attention in the era of accountability and increased professionalisation of medical education. This paper covers a range of such assessments but focuses on the Objective Structured Clinical Examination (OSCE). The authors address the theoretical underpinnings, practicalities of design and implementation, and the reasons for the popularity and some limitations of OSCEs. They deal with issues of reliability, validity, educational impact, costeffectiveness and acceptability; who should assess candidates; examiner and simulated patient training; the differences between US and UK models; and finally, offer practical advice on running an OSCE. ASME Bk5 Teach&Lead COVER.indd 1 ASME Bk4 Design a test COVER.ind1 1 10/8/06 10:13:29 10/8/06 10:12:41 ASME Bk1 Supervision Cover.indd 1 10/8/06 10:08:37 This is an exciting time to be involved in simulation, as with an increasing professional and societal emphasis on patient safety, simulator training is becoming an essential component of medical education, both undergraduate and postgraduate. In this comprehensive paper, Jean Ker and Paul Bradley outline the type of simulations and simulators in current use, their theoretical basis and supporting research evidence. The role of feedback is discussed in some detail and the paper contains a wealth of practical advice on the design and delivery of effective simulation events. Understanding Medical Education Professional competence is enhanced when students are broadly educated, argue Gordon and Evans, and the humanities can do just that, fostering personal and professional maturation by providing insights into the human experience. In this paper, the authors place the humanities firmly within the medical curriculum but highlight that its position there can be precarious as the liberal arts vie for teaching time with more techno-rational areas. The paper summarises the arguments for the teaching of medical humanities and provides a wealth of useful advice for curriculum and course designers. This paper offers an explanation of the qualitative paradigm, its world views, research approaches, methodological tools, ethical considerations and principles of rigour. It aims to position qualitative research within the broad landscape of medical education research, offering insights into its relationship with quantitative approaches and the history of its evolution in this domain. Framed as an introductory primer for medical educators new to this approach, it references methodological treatises and applied studies to translate the complexities of qualitative research. Formative assessment and effective feedback are fundamental to any programme of teaching and learning. In this paper, the purpose of formative assessment is discussed alongside underpinning research evidence. The role of feedback in formative assessment is explored and the paper includes helpful and practical advice on how to give feedback effectively. Examples are provided from a variety of learning settings. ASME Bk20.indd 1 The management of poor performance in doctors poses considerable challenges to both employing organisations and educational bodies. The problem is complex and goes beyond a simple question of ability, since personality, motivation and organisational factors all impact on individual performance. In this paper, Cohen, Rhydderch and Cooper take us through the diagnostics and delivery of remedial training, which, they argue, is a multiprofessional activity based around an individualised plan, with clarity and client engagement essential every step of the way. In medical education, selection is a vastly under-researched topic, and there exist many uncharted territories for exploration. In this paper, Fiona Patterson and Eamonn Ferguson consider what is unique to selection in medicine, emphasising the central role of job analysis studies and continual evaluation to inform selection system design. A wide variety of key concepts that underpin robust selection systems are introduced alongside a description of the current state of selection processes - in both undergraduate and postgraduate medical education - around the world. Recommendations for best practice are made together with suggestions for a future research agenda. The need for physicians to engage in effective self-regulated learning (SRL) is well documented and pressing, given the links between self-regulated continuing medical education and the quality of healthcare. However, there is little published evidence that medical schools and postgraduate programmes are successfully helping students become effective self-regulated learners. This paper is meant to assure medical educators that SRL can be taught and that educators play a pivotal role in helping learners to develop self-regulated learning skills. It provides theoretical and practical information about a broader and more complex cycle of SRL, and proposes a model for integrating SRL into medical education. Such a model gives us, as educators, a broader focus for helping our learners to become intentional self-regulators. In this paper, Andrew Long and Bridget Lock explore the difficulties of the lecture format from both theoretical and educational perspectives, and offer practical solutions on how the organisation and delivery of lectures can be adapted to effectively meet the educational needs of both students and practising clinicians. Association for the Study of Medical Education 2008 Diversity is not a straightforward concept, and confusion surrounds its meaning and aims. Diversity is complex, multifactorial and its value contested. The aim of this paper is to help the reader understand this complexity, in particular as it relates to clinical education. Association for the Study of Medical Education 2008 In this authoritative and thought-provoking paper, Geoff Norman and Kevin Eva explore the range of quantitative methods available to researchers in medical education. Experimental, epidemiologic, psychometric and correlational research traditions are discussed in detail together with methods of review and meta-analysis. The authors demonstrate emphatically that even in a complex social setting such as medical education, quantitative research studies, appropriately conceived, applied and interpreted, are vital to the advancement of the field. Association for the Study of Medical Education 2008 Understanding Medical Education Understanding Medical Education Understanding Medical Education Understanding Medical Education Understanding Medical Education Understanding Medical Education 16/10/07 11:40:35 am Interprofessional education Self-regulated learning in medical education Della Freeth Casey B White and Larry D Gruppen Workplace-based assessment in clinical training Thinking about research: frameworks, ethics and scholarship Educational leadership Teaching and learning in medical education: how theory can inform practice Interprofessional education Self-regulated learning in medical education John J Norcini Jan Illing Judy McKimm and Tim Swanwick David M Kaufman and Karen V Mann Della Freeth Casey B White and Larry D Gruppen Problem-based learning Portfolios, personal development and reflective practice elearning Jean McKendree Evaluation: improving practice, influencing policy Lectures and large groups Andrew Long and Bridget Lock Mark A Albanese John Pitts David Wall Problem-based learning Portfolios, personal development and reflective practice Principles of curriculum design elearning Evaluation: improving practice, influencing policy Lectures and large groups Mark A Albanese John Pitts Janet Grant Jean McKendree David Wall Andrew Long and Bridget Lock Supervision, mentoring and coaching: one-to-one learning encounters in medical education Teaching and leading small groups Peter McCrorie How to design a useful test: the principles of assessment Lambert Schuwirth and Cees van der Vleuten Structured assessments of clinical competence Katharine AM Boursicot, Trudie E Roberts and William P Burdick Managing remediation Deborah Cohen, Melody Rhydderch and Ian Cooper Dealing with diversity Antony Americano and Dinesh Bhugra John Launer Supervision, mentoring and coaching: one-to-one learning encounters in medical education Teaching and leading small groups How to design a useful test: the principles of assessment Structured assessments of clinical competence Managing remediation Dealing with diversity John Launer Peter McCrorie Lambert W T Schuwirth and Cees P M van der Vleuten Katharine AM Boursicot, Trudie E Roberts and William P Burdick Deborah Cohen, Melody Rhydderch and Ian Cooper Antony Americano and Dinesh Bhugra Simulation in medical education Jean Ker and Paul Bradley Learning medicine from the humanities J Jill Gordon and H Martyn Evans Qualitative research in medical education Lorelei Lingard and Tara J Kennedy Formative assessment Diana Wood Selection for medical education and training Fiona Patterson and Eamonn Ferguson Quantitative research methods in medical education Geoff Norman and Kevin W Eva Simulation in medical education Jean Ker and Paul Bradley Learning medicine from the humanities J Jill Gordon and H Martyn Evans Qualitative research in medical education Lorelei Lingard and Tara J Kennedy Formative assessment Diana Wood Selection for medical education and training Quantitative research methods in medical education Geoff Norman and Kevin W Eva Fiona Patterson and Eamonn Ferguson 10