Medical education has evolved from simple transfer of knowledge to collaborative problem solving. Learners are encouraged to actively engage rather than passively consume. Most physicians will eventually serve as teachers for students, residents, fellows, and associated professionals. While teaching skills will be acquired by most over the course of their professional life, the art of teaching is not yet adequately addressed in medical education programs. Thus, a textbook on teaching focused on clinicians is filling a void. This was the first edition and was published in 2019. Both a paperback and an eBook edition are available. The contents of the eBook are identical to the print version. The book is part of a series on respiratory medicine. This book is first in providing guidance, practical teaching, and learning tips in the field of respiratory, critical care, and sleep medicine. The editors and most of the authors are senior specialists from renowned academic institutions in the United States. Two authors from Ireland add an international perspective. The preface is extensive and worth reading as it details how the content is set out, providing an orientation to the reader. While all chapters of the book are relevant, the introductory chapters enable a reader with time constraints to focus on passages that are most relevant. This book provides not only an educator’s perspective but also that of the learner, thus benefiting both parties involved. The book is divided into 15 chapters. It first covers teaching in the various stages of medical education. It continues with teaching in diverse clinical situations and concludes with various teaching techniques. Chapters 1–4 cover the learner’s journey from a preclinical student to the respiratory fellow. Methods of teaching in the clinical and classroom settings are elaborated. Techniques to engage learners in the learning process are explained, allowing learners to become motivated and more involved in the learning process. Chapters 5 and 6 detail classroom teaching in large as well as small groups (nonclinical environments). The pitfalls and advantages of both settings are included. Chapter 7 conveys the principles of bedside teaching. Chapters 8–10 detail teaching in clinical settings, where patient care, time constraints, and learning objectives come into play. Various settings are covered from teaching in clinic (Chapter 8), inpatient service (Chapter 9) to critical care (Chapter 10). Best practices and evidence-based material are provided to guide teaching and learning. Direct examples from the specialty are also incorporated to aid the reader in formulating teaching approaches. As an example, Chapter 10 focuses on teaching in the intensive care unit (ICU). It starts with expectations of learner and teacher, provides structures for rounding, and suggests teaching with clinical applications. In one case, a patient with hypercapnic respiratory failure is encountered during rounds, and the resident is guided to the appropriate therapy by the instructor. Chapters 11–15 focus on blended learning approaches such as simulation, web-based learning, and the use of feedback to enhance and promote learning. Practical tips to multiple feedback approaches are also given. The book covers the art of teaching from basic principles and teaching strategies to their application to several clinical settings with examples easily adaptable to settings relevant to the reader. Besides classroom and bedside teaching, simulation, web-based learning, and blended learning approaches are introduced. While written by different authors, the chapters build upon each other. The sections covering clinical situations use techniques covered in the first chapters of the book. Excellent examples with suggestions for actively engaging students are easily transferred to other clinical settings. We were able to use teaching principles, conversation strategies, and suggestions for feedback to the courses we teach in emergency medicine, anesthesiology, critical care, and pain medicine. The entire book is well written and easy to read. The content is clearly outlined and logically arranged. The book very nicely illustrates medical education principles with clinical examples relevant to pulmonary and critical care medicine. While different approaches are described for teaching at the various career stages, many of the concepts are broadly applicable. The written content is regularly interposed with illustrations and tables, which enhance the reading experience. While the book covers pulmonary, critical care and sleep medicine, we do recommend it for anesthesiologists: the principles of teaching and the methods suggested for different settings are universally applicable. The approaches for interactive teaching during ward rounds relate to the anesthesia setting as well. Thus, while not the original targeted readership, anesthesiologists involved in teaching or learning will welcome this book. Cynthia Szalai FRCA, MMEDepartment of Anesthesiology and Intensive Care MedicineUniversity Hospital EssenCurriculum Development and Competence, Dean’s OfficeFaculty of MedicineUniversity Duisburg-EssenEssen, Germany Frank Herbstreit, Dr medDepartment of Anesthesiology and Intensive Care MedicineUniversity Hospital EssenUniversity Duisburg-EssenEssen, Germany[email protected]
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Open Access
Nov 14, 2020
Hamza Waqar Bhatti + 5
