Abstract
“Dr. Samuels did that for years. Now that he’s gone, we need a new EBM course. Can you take that on?”
Sooner or later, many of us who work in medical education will hear a variation of this quotation. A time will come when you’ll be called upon to create a course. Unfortunately, many confuse a course with a list of topics or content to be covered. With the information in this chapter, you will be able to design a true course: a series of integrated instructional units that result in learner acquisition of knowledge, skills and attitudes.
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References
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For Further Reading
Kern DE, Thomas PA, Howard DM, Bass EB (1998) Curriculum development for medical education: A six-step approach. Johns Hopkins University Press, Baltimore, MD.
Acknowledgements
This chapter was based upon the work of the Primary Care Faculty Development Fellowship Program, College of Human Medicine/Michigan State University, William Anderson, PhD, Fellowship Director (HRSA Grant #D55HP00055).
I would also like to acknowledge Stephen L. Yelon, PhD, Professor Emeritus, College of Education, and fellowship faculty, Michigan State University, for use of his conceptual framework and for reviewing an early chapter draft; and Darryl Patterson, MD, former fellow, for the use of his course example.
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Reznich, C.B. (2010). Designing a Course. In: Jeffries, W., Huggett, K. (eds) An Introduction to Medical Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3641-4_10
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DOI: https://doi.org/10.1007/978-90-481-3641-4_10
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