000			06082nam a22004453i 4500
001			EBC5113723
003			MiAaPQ
005			20240729131538.0
006			m o d |
007			cr cnu||||||||
008			240724s2017 xx o ||||0 eng d
020			_a9783319629445 _q(electronic bk.)
020			_z9783319629438
035			_a(MiAaPQ)EBC5113723
035			_a(Au-PeEL)EBL5113723
035			_a(CaPaEBR)ebr11472114
035			_a(OCoLC)1013826726
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aRD701-811
100	1		_aDougherty, Paul J.
245	1	4	_aThe Orthopedic Educator : _bA Pocket Guide.
250			_a1st ed.
264		1	_aCham : _bSpringer International Publishing AG, _c2017.
264		4	_c©2018.
300			_a1 online resource (222 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntro -- Preface -- Editors' Biography -- Contents -- Contributors -- Chapter 1: History of Orthopaedic Surgery Residency in the United States -- Introduction -- Origins of Residency -- Accreditation -- 1950s and 1960s -- 1980s -- 1990s -- 2000 Onward -- Categorical Orthopaedic Internship -- Clinical Learning Environment -- The Rise of Fellowships -- Summary -- References -- Chapter 2: Orthopaedic Education in Other Countries -- Introduction -- India -- Medical College -- Residency -- Basic Surgical Education -- Senior Education -- Strengths -- Limitations -- Conclusion -- UK -- Orthopaedic Training: The Foundation Years -- Core Specialty Education -- Alternate Pathway if Unsuccessful Core Training -- Higher Surgical Training -- Strengths -- Limitations -- Germany -- Residency -- German Fellowships -- Limitations -- Conclusion -- References -- Chapter 3: Curriculum Design for Competency-Based Education in Orthopaedics -- Background of Competency-Based Education -- Backward Design: A Method for Writing Competency-Based Curriculum -- Conducting a Needs Analysis -- Milestones (Identify Desired Results) -- Assessment Methods or Tools (Identify Evidence) -- Plan Learning Experiences -- Rotation Goals -- Objectives -- Putting It All Together -- Challenges -- Conclusion -- References -- Chapter 4: Teaching as Coaching -- Relevance and Benefits of Coaching: From Residency to Practice -- Coaching and Mentoring: There Is a Difference -- So What Is a Coach? -- Coaching in Teaching -- Coaching in Surgery -- Coaching in Orthopaedics -- The Coach -- References -- Chapter 5: Teaching Operative Skills -- Introduction -- Structured Teaching in the Operating Room -- Preoperative Briefing (B) -- Intraoperative Teaching (I) -- Debriefing (D) -- Operating Room Communication -- Case Minimums? -- Organization for Education -- Surgical Simulation.
505	8		_aFaculty Characteristics or Traits -- Conclusion -- References -- Chapter 6: A Musculoskeletal Medicine Clerkship for Medical Students -- Introduction -- Two Caveats -- The University of Pennsylvania Clerkship -- Required Personnel -- Knowledge, Skills, and Attitudes -- Knowledge -- Skills -- Attitudes -- Implementing a New Course -- Conclusion -- References -- Chapter 7: Orthopaedic Resident Assessment: Measuring Skills in Both Knowledge and Technical Skills -- Introduction -- Resident Assessment Overview: Competency-Based Assessment -- Resident Assessment Overview: Testing and Metrics -- Nonoperative Skill Assessment: -- Direct Observation -- Surgical Skill Assessment -- Challenges -- Conclusion -- References -- Chapter 8: Providing Feedback to Residents -- Introduction -- What Is Feedback? -- Types of Feedback -- Feedback Models -- Location of the Feedback -- Tips for Providing Residents with Meaningful Feedback -- Optimal Feedback Model (Authors' Preferred Model) -- One-Minute Preceptor Model -- Pitfalls and Perils -- Feedback to Different Types of Residents -- The Underperformer [45] -- The Defensive Resident [45] -- The Star Performer [45] -- Conclusion -- References -- Chapter 9: Resident Remediation and Due Process -- Resident Remediation and Due Process -- Remediation -- Due Process -- A Rational Approach to Remediation and Due Process in Orthopaedic Surgery -- Conclusion -- References -- Chapter 10: Faculty Development -- Background -- Learning to Be a Surgical Educator -- ACGME Requirements -- Venues of Teaching -- Teaching in Clinic -- Teaching in the Operating Room -- Formal Teaching and Conference -- Development Resources for Faculty -- Performance Assessment -- Faculty Motivation -- The Role of Mentorship -- Stages of a Career -- Summary and Conclusions -- References -- Chapter 11: Elements of a Successful Program.
505	8		_aHaving the Right Team: Getting a Good Match -- Case Volume -- Institutional Support -- Research Support -- Being a Successful Program Director -- Responsibilities of the Program Director -- Building a Team -- Associate Program Director -- Program Coordinator -- Faculty Members -- Meeting the ACGME Standards -- Graduate Performance -- Resident Survey -- Faculty Survey -- Procedure Logs -- Metrics for Program Evaluation -- Annual Program Evaluation -- Tips for Success -- Be Positive -- Meet with Residents on a Regular Basis -- Meet with Faculty on a Regular Basis -- Developing Resident Research -- Summary -- References -- Chapter 12: Conclusion -- Index.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aOrthopedic surgery.
655		4	_aElectronic books.
700	1		_aJoyce, Barbara L.
776	0	8	_iPrint version: _aDougherty, Paul J. _tThe Orthopedic Educator _dCham : Springer International Publishing AG,c2017 _z9783319629438
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5113723 _zClick to View
999			_c131869 _d131869