Health Professions Education Library

1. Introduction (Henry S. Pritchett)
2. Part I
3. IHistorical and General
4. IIThe Proper Basis of Medical Education
5. IIIThe Actual Basis of Medical Education
6. IVThe Course of Study: The Laboratory Branches (A) First and Second Years
7. VThe Course of Study: The Laboratory Branches (B) First and Second Years (continued)
8. VIThe Course of Study: The Hospital and the Medical School (A) Third and Fourth Years
9. VIIThe Course of Study: The Hospital and the Medical School (B) Third and Fourth Years (continued)
10. VIIIThe Financial Aspects of Medical Education
11. IXReconstruction
12. XMedical Sects
13. XIThe State Boards
14. XIIThe Postgraduate School
15. XIIIThe Medical Education of Women
16. XIVThe Medical Education of the Negro
17. Part II
18. The Medical Schools of each state, Alabama to Wisconsin, followed by Canada
19. Appendix: Table showing number in Faculty, Enrolment, Fee Income, Budget of Schools by States

1. Executive Summary
2. 1Introduction
3. 2Challenges Facing the Health System and Implications for Educational Reform
4. 3The Core Competencies Needed for Health Care Professionals
5. 4Current Educational Activities in the Core Competencies
6. 5Health Professions Oversight Processes: What They Do and Do Not Do, and What They Could Do
7. 6Recommendations for Reform
8. Appendix A: Committee Biographies
9. Appendix B: Health Professions Education Summit Agenda
10. Appendix C: Summit Strategies and Actions
11. Appendix D: Attendee List

1. Foreword: On the Shoulders of Flexner
2. Introduction
3. Part One: Today's Practice, Yesterday's Legacy, Tomorrow's Challenges
4. 1Educating Physicians: Context and Challenges
5. 2Being a Doctor: Foundations of Professional Education
6. Part Two: Learning the Physician's Work
7. 3The Student's Experience: Undergraduate Medical Education
8. 4The Resident's Experience: Graduate Medical Education
9. Part Three: External Pressures and Internal Forces for Change
10. 5Regulating and Financing Medical Education
11. 6Leadership for Organizational Change
12. Part Four: Meeting Tomorrow's Challenges: A Vision of the Possible
13. 7Realizing the Vision: Transforming Medical Education
14. 8Supporting Excellence Through Effective Policy

1. Introduction
2. 1A Profession Transformed
3. 2Teaching and Learning in Clinical Situations
4. 3Teaching and Learning in the Classroom and Skills Lab
5. 4A New Approach to Nursing Education
6. 5Paradigm Case: Diane Pestolesi, Practitioner and Teacher
7. 6Strategies for Teaching for a Sense of Salience
8. 7Paradigm Case: Lisa Day, Classroom and Clinical Instructor
9. 8Developing a Clinical Imagination
10. 9Connecting Classroom and Clinical Through Integrative Teaching and Learning
11. 10Paradigm Case: Sarah Shannon, Nurse Ethicist
12. 11Being a Nurse
13. 12Formation from a Critical Stance
14. 13Improving Nursing Education at the Program Level
15. Appendix: Methods for the Carnegie National Nursing Education Study

1. Part 1: Foundations
2. 1Understanding Medical Education
3. 2A Global View of Structures and Trends in Medical Education
4. 3The Science of Learning
5. 4Teaching and Learning in Medical Education: How Theory can Inform Practice
6. 5Principles of Curriculum Design
7. 6Instructional Design: Applying Theory to Teaching Practice
8. 7Quality in Medical Education
9. Part 2: Teaching and Learning
10. 8Lectures and Large Groups
11. 9Learning in Small Groups
12. 10Technology-enhanced Learning
13. 11Simulation in Medical Education
14. 12Work-based Learning
15. 13Supervision, Mentoring, and Coaching
16. 14Interprofessional Education
17. 15Patient Involvement in Medical Education
18. 16Learning Medicine With, From, and Through the Humanities
19. 17The Development of Professional Identity
20. 18Portfolios in Personal and Professional Development
21. 19Continuing Professional Development
22. Part 3: Assessment and Selection
23. 20How to Design a Useful Test: The Principles of Assessment
24. 21Written Assessment
25. 22Workplace Assessment
26. 23Structured Assessments of Clinical Competence
27. 24Standard Setting Methods in Medical Education: High-stakes Assessment
28. 25Formative Assessment: Assessment for Learning
29. 26Selection into Medical Education and Training
30. Part 4: Research and Evaluation
31. 27Philosophical Research Perspectives and Planning your Research
32. 28Quantitative Research Methods in Medical Education
33. 29Qualitative Research in Medical Education: Methodologies and Methods
34. 30Programme Evaluation
35. 31Knowledge Synthesis
36. Part 5: Faculty and Learners
37. 32Career Progression and Support
38. 33Supporting Learner Well-being
39. 34Managing Remediation
40. 35Diversity in Medical Education
41. 36Developing Medical Educators: A Journey, not a Destination
42. 37Educational Leadership and Management

1. Section 1: Curriculum Development: The 'Why' of Learning
2. 1The Future of Health Professions Education
3. 2What Is the Curriculum?
4. 3Theories of Teaching and Learning
5. 4The Continuum of Education for the Health Professions
6. 5The Undergraduate Curriculum
7. 6Postgraduate Education in the Health Professions: Pathways to Practice
8. 7Continuing Professional Development
9. 8The International and Global Dimensions of Education in the Health Professions
10. Section 2: Learning Situations: The 'How' of Learning
11. 9Learning in Large Groups
12. 10Learning in Small Groups
13. 11Learning in the Workplace
14. 12Independent Learning and Distance Education
15. 13Learning in Hospitals
16. 14Learning Medicine in Rural and Urban Communities
17. 15Learning in a Simulated Environment
18. Section 3: Educational Strategies and Technologies
19. 16Outcome-Based Education
20. 17Integrated Learning
21. 18Interprofessional Education and Learning
22. 19Problem-Based Learning: A Flexible Approach
23. 20Team-Based Learning
24. 21Technology and Professional Education
25. 22Artificial Intelligence and the Clinical Teacher
26. 23Precision Learning
27. Section 4: Curriculum Themes: The 'What' of Teaching and Learning
28. 24Relevance of Foundational Sciences to the Curriculum
29. 25Social and Behavioural Sciences in Medical School Curricula
30. 26Clinical Communications Skills and Empathy
31. 27Bioethics
32. 28Professionalism and Supporting Professional Identity
33. 29Utilizing Education Research to Deliver Evidence-Based Teaching
34. 30Patient Safety and Quality of Care
35. 31Health Humanities in Health Professions Education
36. 32Integrative Medicine in the Training of Health Professionals
37. 33Clinical Reasoning
38. 34Well-being, Mindfulness and Yarigai
39. 35Planetary Health
40. 36Cultural Competence and Humility
41. 37Future-Proofing the Student
42. 38Public Health in Health Professions Education
43. Section 5: Assessment: The 'Measure' of Learning
44. 39Concepts in Assessment Including Standard Setting
45. 40Written Assessments
46. 41Performance and Workplace Assessment
47. 42Portfolios, Projects and Theses
48. 43Assessment as Learning
49. 44The Assessment of Attitudes and Professionalism
50. 45Programmatic Assessment
51. Section 6: Staff: The 'Who' of Teaching and Learning
52. 46The Roles of the Teacher in Health Professions Education
53. 47Teacher Evaluation
54. 48The Teacher as a Scholar
55. 49Faculty Development
56. 50Mentoring in Health Professions Education
57. 51Faculty Well-being, Burnout and Stress
58. Section 7: Students
59. 52Selection of Students and Trainees
60. 53The Student as Teacher
61. 54Working with Students with Learning Difficulties
62. 55Student Engagement in the Educational Process
63. 56Career Choice
64. Section 8: Patients
65. 57The Patient as Educator
66. 58The Patient as Assessor
67. 59The Patient as Curriculum Developer
68. Section 9: Education Management
69. 60Curriculum Evaluation
70. 61Medical Education Leadership
71. 62The Health Professions Teacher and Social Accountability
72. 63The Educational Learning Environment
73. 64Health Professions Education Research
74. 65Diversity, Equity and Inclusion in Medical Education
75. 66The Cost and Sustainability of Health Professions Education
76. 67Health Professions Education in Disrupted and Conflict Settings
77. 68Evidence-Informed Health Professions Education

1. Medical Education: An Introduction to the Domain
2. Section 1: Theoretical and Social Foundations
3. Morality and Philosophy of Medicine and Education
4. Perspectives on Learning
5. Medical Education in its Societal Context
6. Medical Education in an Interprofessional Context
7. Contexts, Processes and Outcomes
8. Patient Involvement in Health Professional Education
9. Curriculum Development in Learning Medicine
10. Creating a Learning Environment
11. Identifying Learners' Needs and Self-Assessment
12. Teaching and Learning in Small Groups
13. Teaching and Learning in Large Groups: The 'Lecture' in the 21st Century
14. Learning and Teaching Clinical Procedures
15. Learning and Teaching in Workplaces
16. Learning from Practice: Routines, Mentoring, Feedback and Portfolios
17. Assessing Learners
18. Quality Assurance of Teaching and Learning: Enhancing the Quality Culture
19. Developing Learning Resources
20. Selecting for Medicine
21. Predicting and Guiding Career Success in Medicine
22. Developing Teachers and Developing Learners
23. Glossary

1. Part 1: Introduction
2. 1Introduction
3. Part 2: Curriculum
4. 2Curriculum design in context
5. 3Problem-based learning
6. 4Interprofessional education: learning together in health and social care
7. 5Student choice in the undergraduate curriculum: student-selected components
8. 6Integrated learning
9. 7Instructional design for medical education
10. 8Using concept maps in medical education
11. 9Creating the learning environment
12. Part 3: Identity
13. 10Identities, self and medical education
14. 11Personality and medical education
15. 12Medical education and its context in society
16. Part 4: Delivery
17. 13Small group learning
18. 14Large group teaching
19. 15E-learning
20. 16Simulation-based medical education
21. 17Simulated patients in medical education
22. 18Work-based learning
23. 19Learning in ambulatory care
24. 20The humanities in medical education
25. 21Study skills
26. Part 5: Supervision
27. 22Educational supervision
28. 23Mentoring
29. 24Professionalism
30. 25The resident as teacher
31. 26Students learning to teach
32. 27Patient involvement in medical education
33. Part 6: Stages
34. 28Undergraduate medical education
35. 29Postgraduate medical education
36. 30Continuing professional development
37. 31Remediation
38. 32Transitions in medical education
39. Part 7: Selection
40. 33Selection into medical education, training and practice
41. 34Study dropout in medical education
42. Part 8: Assessment
43. 35Principles of assessment
44. 36Setting standards
45. 37Choosing instruments for assessment
46. 38Test-enhanced learning
47. 39Assessing learners' needs
48. 40Self-regulated learning in medical education
49. 41Formative assessment
50. 42Technology enhanced assessment in medical education
51. 43Assessing professionalism
52. 44Assessment in the context of relicensure
53. 45Objective structured clinical examinations
54. 46Workplace-based assessment
55. 47Written assessment
56. 48Successful feedback: embedded in the culture
57. Part 9: Quality
58. 49Evaluation
59. 50Continuous quality improvement
60. 51Cost and value in medical education
61. Part 10: Research and scholarship
62. 52Theoretical perspectives in medical education research
63. 53Quantitative research methods in medical education
64. 54Qualitative research in medical education
65. 55Publishing in medical education
66. 56Scholarship in medical education
67. Part 11: Global medical education
68. 57Medical education in developing countries
69. 58Medical education in the emerging market economies
70. Part 12: The future
71. 59The future of health professional education
72. 60Faculty development for teaching improvement: from individual to organizational change
73. 61Educational leadership

Publisher listings for this edition give only part of the contents; the entries shown are the ones that could be confirmed.

1. Section 1: Challenges you face as a teacher
2. 1What is expected of you as a teacher at a time of change
3. The future of medical education
4. Section 2: Specifying what students should learn (Outcome-based education)
5. 3What is outcome or competency-based education
6. Selected later chapters
7. 17Information overload, the core curriculum and electives
8. 18The importance of the education environment
9. 19Mapping the curriculum
10. Section 4: Helping the student to learn (The teacher's toolkit)
11. Later sections cover teaching methods, assessment of the learner and the teacher's professional development

1. Preface
2. 1Learning Is Misunderstood
3. 2To Learn, Retrieve
4. 3Mix Up Your Practice
5. 4Embrace Difficulties
6. 5Avoid Illusions of Knowing
7. 6Get Beyond Learning Styles
8. 7Increase Your Abilities
9. 8Make It Stick
10. Notes
11. Suggested Reading

1. Foreword to the First Edition: Applying the Science of Learning to College Teaching (Richard E. Mayer)
2. Preface to the Second Edition
3. Introduction: Bridging Learning Research and Teaching Practice
4. 1Why Do Students' Identities and Stages of Development Matter for Learning?
5. 2How Does Students' Prior Knowledge Affect Their Learning?
6. 3How Does the Way Students Organize Knowledge Affect Their Learning?
7. 4What Factors Motivate Students to Learn?
8. 5How Do Students Develop Mastery?
9. 6What Kinds of Practice and Feedback Enhance Learning?
10. 7Why Does Course Climate Matter for Student Learning?
11. 8How Do Students Become Self-Directed Learners?
12. Conclusion: Applying the Eight Principles to Ourselves

1. Part 1: Adult Learning
2. 1Introduction to Adult Learning
3. 2Exploring the World of Learning Theory
4. 3Andragogy: A Theory of Adult Learning
5. 4The Andragogical Process Model for Learning
6. 5Andragogy in Practice
7. Part 2: The Backdrop of Learning and Teaching Theories
8. 6Theories of Learning
9. 7Theories of Teaching
10. 8Adult Learning Within Human Resource Development
11. Part 3: Advancements in Adult Learning
12. 9New Perspectives on Andragogy
13. 10Beyond Andragogy
14. 11Diversity, Equity, Inclusion, and Belonging in Adult Education
15. 12Neuroscience and Andragogy
16. 13Andragogy and Adult Online Learning
17. 14Effective Computer-Based Instruction for Adults
18. Part 4: International and Future Perspectives on Andragogy
19. 15European Perspectives on Adult Learning
20. 16Andragogy: International History, Meaning, Context, and Function
21. 17The Future of Andragogy
22. Part 5: Tools and Resources for Implementing Andragogy
23. 18Andragogical Learner Analysis Using the Andragogy in Practice Framework
24. 19Andragogy in Practice Inventory
25. 20Guidelines for Using Learning Contracts
26. 21Core Competency Diagnostic and Planning Guide
27. 22Personal Adult Learning Style Inventory

1. Preface
2. Part I: Professional Knowledge and Reflection-in-Action
3. 1The Crisis of Confidence in Professional Knowledge
4. 2From Technical Rationality to Reflection-in-Action
5. Part II: Professional Contexts for Reflection-in-Action
6. 3Design as a Reflective Conversation with the Situation
7. 4Psychotherapy: The Patient as a Universe of One
8. 5The Structure of Reflection-in-Action
9. 6Reflective Practice in the Science-Based Professions
10. 7Town Planning: Limits to Reflection-in-Action
11. 8The Art of Managing: Reflection-in-Action within an Organizational Learning System
12. 9Patterns and Limits of Reflection-in-Action across the Professions
13. 10Conclusion: Implications for the Professions and their Place in Society

1. Acknowledgements
2. 1Legitimate Peripheral Participation
3. 2Practice, Person, Social World
4. 3Midwives, Tailors, Quartermasters, Butchers, Non-drinking Alcoholics
5. 4Legitimate Peripheral Participation in Communities of Practice
6. 5Conclusion

1. Introduction
2. 1Overview: A Six-Step Approach to Curriculum Development
3. 2Step 1: Problem Identification and General Needs Assessment
4. 3Step 2: Targeted Needs Assessment
5. 4Step 3: Goals and Objectives
6. 5Step 4: Educational Strategies
7. 6Step 5: Implementation
8. 7Step 6: Evaluation and Feedback
9. 8Curriculum Maintenance and Enhancement
10. 9Dissemination
11. 10Curriculum Development for Larger Programs
12. 11Curricula That Address Community Needs and Health Equity
13. Appendix A: Example Curricula
14. Appendix B: Curricular, Faculty Development, and Funding Resources

1. Foreword
2. Introduction
3. 1The Shifting Discourses of Competence
4. 2Rethinking Competence in the Context of Teamwork
5. 3Perturbations: The Central Role of Emotional Competence in Medical Training
6. 4Competence as Expertise: Exploring Constructions of Knowledge in Expert Practice
7. 5Assessing Competence: Extending the Approaches to Reliability
8. 6Blinded by 'Insight': Self-Assessment and Its Role in Performance Improvement
9. 7The Competent Mind: Beyond Cognition

1. Part I: Clinical Education in the Health Professions
2. 1Clinical Education: Origins and Outcomes
3. Part II: The Mastery Learning Model
4. 2Mastery Learning: Origins, Features, and Evidence from the Health Professions
5. 3Developing a Mastery Learning Curriculum
6. 4Instructional Design and Delivery for Mastery Learning
7. 5Assessment in Mastery Learning
8. 6Standard Setting for Mastery Learning
9. 7Implementing and Managing a Mastery Learning Program
10. 8Feedback and Debriefing in Mastery Learning
11. 9Faculty Development for Mastery Learning
12. Part III: Mastery Learning in Action
13. 10Mastery Learning of Clinical Communication Skills
14. 11Mastery Learning of Team Skills
15. 12Mastery Learning of Surgical Skills
16. 13Mastery Learning of Bedside Procedural Skills
17. 14Mastery Learning for Clinical Emergencies
18. 15Readiness for Residency
19. Part IV: Transfer of Training from Mastery Learning
20. 16Translational Science and Healthcare Quality and Safety Improvement from Mastery Learning
21. Part V: The Road Ahead
22. 17Mastery Learning, Milestones, and Entrustable Professional Activities
23. 18Mastery Learning, Continuing Professional Education (CPE), and Maintenance of Certification (MOC)
24. 19Return on Investment from Simulation-Based Mastery Learning
25. 20Educational Policy Consequences from Mastery Learning
26. 21Mastery Learning: Opportunities and Challenges

1. Part I: Effective Teaching and Learning for Today's Universities
2. 1The Changing Scene in University Teaching
3. 2Teaching According to How Students Learn
4. 3Setting the Stage for Effective Teaching
5. 4Contexts for Effective Teaching and Learning
6. 5Knowledge and Understanding
7. 6Constructively Aligned Teaching and Assessment
8. Part II: Designing Constructively Aligned Outcomes-Based Teaching and Learning
9. 7Designing Intended Learning Outcomes
10. 8Teaching/Learning Activities for Declarative Intended Learning Outcomes
11. 9Teaching/Learning Activities for Functioning Intended Learning Outcomes
12. 10Aligning Assessment Tasks with Intended Learning Outcomes: Principles
13. 11Assessing and Grading for Declarative Intended Learning Outcomes
14. 12Assessing and Grading for Functioning Intended Learning Outcomes
15. Part III: Constructive Alignment in Action
16. 13Implementing, Supporting and Enhancing Constructive Alignment
17. 14Constructive Alignment as Implemented: Some Examples

1. 1Becoming a Better Teacher
2. 2Educational Theory: An Overview
3. 3Inquiry-based Learning
4. 4Course Design
5. 5Creating Educational Materials
6. 6Creating a Safe and Effective Learning Environment
7. 7Feedback in Medical Education: Skills for Improving Learner Performance
8. 8Small-Group Learning
9. 9Lectures, Lecturing and Learning
10. 10Simulation in Healthcare Education
11. 11Workplace Learning: Promoting Strengths, Addressing Weaknesses
12. 12Learner Supervision
13. 13Formative Assessment
14. 14Written Assessment
15. 15Skill-based Assessment
16. 16Work-based Assessment
17. 17Quality Assurance of Assessments
18. 18Students in Difficulty
19. 19Teaching and Learning Professionalism
20. 20Social Media and Learning
21. 21The Mindful Clinician-Teacher
22. 22Evaluation

1. Section 1: Preparing learners for workplace learning
2. 1Becoming a clinical educator
3. 2Understanding transitions in health professional learning
4. 3Cultivating critical thinkers
5. 4Cultivating resilient learners
6. 5Ethics education in clinical learning contexts
7. 6Educating for conflict resolution
8. Section 2: Education approaches within clinical learning contexts
9. 7The influence of workplace context on learning and teaching
10. 8Professionalism, identities and embodiment: supporting the internalisation of professionalism through addressing the hidden curriculum
11. 9Scaffolding for progressive independence in workplace contexts
12. 10Coaching clinical learners
13. 11Translating expert practice for clinical learning
14. 12Peer learning in clinical placements
15. 13Educating for professional practice through simulation
16. 14Interprofessional learning opportunities for pre-registration students in clinical workplaces
17. 15Pedagogically-rich activities in hospital work: handovers, ward rounds and team meetings
18. 16Learning in community-based contexts
19. 17Identifying and working with underperformance
20. Section 3: Assessment for learning in the workplace
21. 18Workplace-based assessment
22. 19Ensuring assessment builds capacity for future clinical practice: sustainable assessment in action
23. 20Assessment through entrustable professional activities
24. 21Reworking feedback to build better work
25. Section 4: Leadership and faculty development in health professions education
26. 22Faculty development: becoming a 'clinician as educator'
27. 23Leadership in health professions education: what does it mean?
28. 24Disruptive innovation in health professions education: how might this model guide change?
29. 25Translating educational research into educational practice
30. 26Improving clinical education: attending to the processes of designing and becoming

1. 1Making an Informed Decision About Precepting
2. 2The Curriculum
3. 3Getting Ready to Teach
4. 4Teaching Skills and Organizational Techniques for Office-Based Teaching
5. 5Case-Based Learning
6. 6Ways to Be More Efficient When Teaching
7. 7Teaching Procedures in the Office
8. 8Learner Feedback and Evaluation
9. 9Preceptor Evaluation and Teaching Improvement
10. Appendix A: Tools for Preceptors
11. Appendix B: Summaries and Checklists for Preceptors
12. Appendix C: Resources for Preceptors

1. Foreword (Georges Bordage)
2. Preface
3. Part 1: Fundamentals of Assessment
4. 1Introduction to Assessment in the Health Professions
5. 2Validity and Quality
6. 3Reliability
7. 4Generalizability Theory
8. 5Statistics of Testing
9. 6Standard Setting
10. Part 2: Assessment Methods
11. 7Written Tests: Writing High-Quality Constructed-Response and Selected-Response Items
12. 8Oral Examinations
13. 9Performance Tests
14. 10Workplace-Based Assessment
15. 11Narrative Assessment
16. 12Assessment Portfolios
17. Part 3: Special Topics
18. 13Key Features Approach
19. 14Simulations in Assessment
20. 15Situational Judgment Tests
21. 16Programmatic Assessment: An Avenue to a Different Assessment Culture
22. 17Assessment Affecting Learning
23. 18Assessment in Mastery Learning Settings
24. 19Item Response Theory
25. 20Engaging With Your Statistician

1. 1Assessment in the Era of Outcomes-Based Education
2. 2Issues of Validity and Reliability for Assessments in Medical Education
3. 3Programmatic Assessment Using Systems Thinking
4. 4Evaluation Frameworks, Assessment Forms, and Rating Scales
5. 5Direct Observation
6. 6Standardized Patients
7. 7Assessing Clinical Reasoning In Vitro (Nonworkplace Assessment)
8. 8Assessing Clinical Reasoning in the Workplace
9. 9Workplace-Based Assessment of Procedural Skills
10. 10Evaluating Evidence-Based Practice
11. 11Clinical Performance Measures and Practice Review
12. 12Multisource Feedback
13. 13Simulation Overview
14. 14Feedback and Coaching
15. 15Portfolios
16. 16Group Process in Assessment
17. 17A Programmatic Approach to Identifying and Supporting the Struggling Learner
18. 18Program Evaluation

1. 1The Problem with Feedback
2. 2Changing Conceptions of Feedback
3. 3Resituating Feedback from the Reactive to the Proactive
4. 4The Impact of Emotions in Feedback
5. 5Socio-cultural Considerations in Feedback
6. 6Trust and Sustainable Feedback for the Development of Student Learning Dispositions
7. 7Written Feedback: What Is It Good For and How Can We Do It Well?
8. 8Feedback in the Digital Environment
9. 9Feedback on Skills in Simulation
10. 10Implementing Multisource Feedback
11. 11The Role of Peers in Feedback Processes
12. 12Utilising the Voice of Others: The Example of Consumer-Delivered Feedback
13. 13Decision-making for Feedback

1. Introduction
2. Part I: What Is to Be Taught and Learned
3. 1Professionalism and professional identity formation: the cognitive base
4. 2Developing a professional identity: a learner's perspective
5. Part II: Theory
6. 3Theoretical insights into the nature and nurture of professional identities
7. 4Socialization, professionalism, and professional identity formation
8. 5Educational theory and strategies to support professionalism and professional identity formation
9. 6Role modeling and mentoring in the formation of professional identity
10. 7Experiential learning and reflection to support professionalism and professional identity formation
11. Part III: Principles
12. 8General principles for establishing programs to support professionalism and professional identity formation at the undergraduate and postgraduate levels
13. 9Faculty development to support professionalism and professional identity formation
14. 10Becoming interprofessional: professional identity formation in the health professions
15. 11Assessment of professionalism and progress in the development of a professional identity
16. 12Remediation of unprofessional behavior
17. 13Professional identity formation, the practicing physician, and continuing professional development
18. 14Professionalism, professional identity, and licensing and accrediting bodies
19. Part IV: Case Studies in Promoting Professionalism and Professional Identity Formation across the Continuum
20. 15The evolution of an undergraduate medical program on professionalism and identity formation
21. 16Developing and implementing an undergraduate curriculum
22. 17Supporting professionalism and professional identity formation at the postgraduate level
23. 18Changing the educational environment to better support professionalism and professional identity formation
24. Part V: The Future
25. 19Professional identities of the future: invisible and unconscious or deliberate and reflexive?

1. Section I: Introduction
2. 1An introduction to healthcare simulation
3. Section II: Theoretical perspectives and frameworks for healthcare simulation
4. 2Theories informing healthcare simulation practice
5. 3Historical practices in healthcare simulation: what we still have to learn
6. 4Exploring realism in healthcare simulations
7. 5Applying a framework to healthcare simulation: micro, meso and macro levels
8. Section III: Contemporary issues in healthcare simulation
9. 6Strategies for research in healthcare simulation
10. 7Simulated participant methodologies: maintaining humanism in practice
11. 8Narrative dramaturgy and sense making in healthcare simulation
12. 9Haptics-driven healthcare training simulator systems
13. 10Virtual environments and virtual patients in healthcare
14. 11Consistency in simulation: a measurement perspective
15. 12Taking simulation beyond education in healthcare
16. 13The value of professional societies to the healthcare simulation community of practice
17. 14Faculty development in healthcare simulation
18. 15Programme development and sustainability in healthcare simulation
19. Section IV: Elements of simulation practice
20. 16Ethics of healthcare simulation
21. 17Teamwork and healthcare simulation
22. 18Designing simulation-based learning activities: a systematic approach
23. 19Facilitating healthcare simulations
24. 20Strategies for managing adverse events in healthcare simulations
25. 21Debriefing: the state of the art and science in healthcare simulation
26. Section V: Innovations in healthcare simulation practice
27. 22Simulation of home births: developing safe practices
28. 23Optimizing learning in simulation-based education using video-reflexivity
29. 24Conversations about organ and tissue donation: the role of simulation
30. 25Commencing a simulation-based curriculum in a medical school in China
31. 26Transport of the critically ill patient: developing safe practices
32. 27From routine to leadership: extending the role of simulation technicians in Southeast Asia
33. 28Incorporating simulation in a medical city: a case study from King Fahad Medical City
34. 29'Who' and 'how' in simulation centre development: buddies and ground rules
35. 30Operationalizing a new emergency department: the role of simulation
36. 31Simulation modelling and analysis to test health systems
37. Section VI: Conclusions and future practice
38. 32Twenty years on: forecasting healthcare simulation practices

1. Introduction
2. Part I: Interwoven Threads
3. 1The Spectrum Illuminated
4. 2Effectiveness
5. Part II: Developing Effective Interprofessional Education
6. 3Towards Equilibrium
7. 4The Groundwork
8. 5The Curriculum
9. 6Learning and Assessment
10. 7Staff Development
11. 8Testing your Development
12. Part III: Evaluating the Effectiveness of Interprofessional Education
13. 9Planning Sound Evaluations
14. 10Developing Sound Evaluations
15. 11Resources for Evaluations
16. 12Conducting Evaluations
17. 13Using and Sharing Learning from Evaluations
18. Endnote: Drawing the Threads Together

1. Part I: Introduction
2. 1Faculty development: Core concepts and principles
3. Part II: The Scope of Faculty Development
4. 2Faculty development for teaching improvement
5. 3Faculty development for leadership and management
6. 4Faculty development for research capacity building
7. 5Faculty development for academic and career development
8. 6Faculty development for organizational change
9. Part III: Approaches to Faculty Development
10. 7Learning from experience: From workplace learning to communities of practice
11. 8Peer coaching and mentorship
12. 9Faculty development workshops, seminars and short courses
13. 10Fellowships, certification, and degree programs in faculty development
14. 11Faculty development online
15. Part IV: Faculty Development and Practice
16. 12Teacher identity: A critical component of faculty development
17. 13Faculty development and reflective practice
18. 14Faculty development for curriculum change: Towards competency-based approaches to teaching and assessment
19. 15Faculty development for interprofessional education and practice
20. 16Faculty development for simulation-based education
21. 17Towards social justice: Implications for faculty development
22. 18Cross-cultural faculty development
23. 19Starting a faculty development program
24. Part V: Research and Scholarship in Faculty Development
25. 20Faculty development research: The 'state of the art'
26. 21Promoting scholarship in faculty development: Relevant research paradigms and methodologies
27. Part VI: Conclusion
28. 22Faculty development: Future directions

1. Part I: Developing your practice as a health professions education researcher
2. 1Exploring versus measuring: considering the fundamental differences between qualitative and quantitative research
3. 2Theory in healthcare education research: the importance of worldview
4. 3Constructivism: learning theories and approaches to research
5. 4Widening access to medicine: using mid-range theory to extend knowledge and understanding
6. 5Developing the research question: setting the course for your research travels
7. 6Researching technology use in health professions education: questions, theories, approaches
8. 7Power analyses: planning, conducting and evaluating education research
9. 8Navigating health professions education research: exploring your researcher identity, topic and community
10. 9How to tell compelling scientific stories: tips for artful use of the research manuscript and presentation genres
11. Part II: Methodologies and methods for health professions education research
12. 10What is known already: reviewing evidence in health professions education
13. 11Qualitative research methodologies: embracing methodological borrowing, shifting and importing
14. 12Attuning to the social world: ethnography in health professions education research
15. 13Visual methods in health professions research: purpose, challenges and opportunities
16. 14Critical discourse analysis: questioning what we believe to be 'true'
17. 15Functional and corpus linguistics in health professions education research: the study of language in use
18. 16Challenging epistemological hegemonies: researching inequity and discrimination in health professions education
19. 17Educational neuroscience: current status and future opportunities
20. Part III: Theory informing health professions education research
21. 18Sticking with messy realities: complexity
22. 19Activity theory
23. 20Disentangling humans, technologies and things: sociomaterial research in health professions education
24. 21Social cognitive theory: thinking and learning in social settings
25. 22Learning and participatory practices at work: understanding and appraising learning through workplace experiences
26. 23Health behaviour theories: a conceptual lens to explore behaviour change
27. 24Self-regulated learning in HPE: theoretical perspectives and research methods
28. 25Emotions and learning: cognitive theoretical and methodological approaches to studying the influence of emotions on learning
29. 26Research on instructional design in the health professions: from taxonomies of learning to whole-task models
30. 27Cognitive load theory: researching and planning teaching to maximise learning
31. 28Deliberate practice and mastery learning: origins of expert medical performance
32. 29Closing comments: building and sustaining capacity
33. 30Conclusion

1. Unit I: Faculty and Students
2. 1Teaching in Nursing: The Faculty Role
3. 2Strategies to Support Diverse Learning Needs of Students
4. 3The Academic Performance of Students: Legal and Ethical Issues
5. 4Teaching Students With Disabilities
6. Unit II: Curriculum as a Process
7. 5Forces and Issues Influencing Curriculum Development
8. 6An Introduction to Curriculum Development
9. 7Philosophical Foundations of the Curriculum
10. 8Curriculum Models for Undergraduate Programs
11. 9Curriculum Models for Graduate Programs
12. 10Designing Courses and Learning Experiences
13. 11Interprofessional Education and Collaborative Practice
14. 12Fostering Social Responsibility Through Service-Learning
15. 13Global Health and Curricular Experiences
16. Unit III: Teaching and Learning
17. 14Theoretical Approaches to Teaching and Learning in Nursing
18. 15Managing Student Incivility and Misconduct in the Learning Environment
19. 16Evidence-Based Teaching Strategies to Promote Learning
20. 17Multicultural Education in Nursing
21. 18Teaching in the Clinical Learning Environment
22. Unit IV: Technology-Empowered Learning
23. 19Teaching and Learning Using Simulations
24. 20Using Technology to Facilitate Learning in the Classroom
25. 21Teaching and Learning at a Distance
26. Unit V: Evaluation
27. 22Introduction to the Evaluation Process
28. 23Strategies for Evaluating Learning Outcomes
29. 24Using Classroom Tests to Evaluate Student Attainment of Learning Outcomes
30. 25Clinical Performance Evaluation
31. 26Systematic Program Evaluation
32. 27The Accreditation Process