Education Theory Made Practical (Volumes 4 & 5): An ALiEM Faculty Incubator eBook Series
Back by popular demand and thanks to a generous grant from the Government of Ontario’s eCampus initiative, the ALiEM team is delighted to announce the publication of 2 new eBook publications: Volumes 4 and 5 of the Education Theory Made Practical eBook series [ALiEM Library]. Like all of the others that have come before, these books were a labor of love brought to you by the dedicated Faculty Incubator alumni. On behalf of all the editors of both editions, we are very proud of all our Faculty Incubator alumni who made this happen.
Their amazing contributions have been compiled in these FREE, peer-reviewed eBooks. We sincerely feel that these will be a useful resource for all the educators out there, wrestling with the issue of integrating theory into practice. Special shout-out to the incredible Dr. Jonathan Sherbino (Volume 4) and Dr. William Bynum (Volume 5) who authored the forewords and provided us with their thoughtful insights on how theory can relate to a clinician educator’s practice.
Brought to you by the ALiEM Faculty Incubator Class of 2019-20
How to Cite This Book
Krzyzaniak, Messman, Robinson, Schnapp, Li-Sauerwine, Gottlieb, Chan (Eds). Education Theory Made Practical, Volume 4. McMaster Office of Continuing Professional Development, Hamilton, ON, Canada. ISBN: 978-1-927565-46-9 Available at: https://books.macpfd.ca/etmp-vol4/
Brought to you by the ALiEM Faculty Incubator Class of 2020-21
How to Cite This Book
Fant, Gottlieb, Li-Sauerwine, Krzyzaniak, Natesan, Schnapp, Chan (Eds). Education Theory Made Practical, Volume 5. McMaster Office of Continuing Professional Development, Hamilton, ON, Canada. ISBN: 978-1-927565-47-6Available at: https://books.macpfd.ca/etmp-vol5/
About the Books
The Education Theory Made Practical series aims to make the theoretical underpinnings of education psychology come alive for health professions teachers who are seeking to use theory to inform their clinical and classroom teaching.
Notes from Dr. Sara Krzyzaniak, the lead editor of Volume 4: I am proud of the authors’ work in writing primers on some of the core theories in medical education. The theories covered in this volume will help educators design (Cognitive Load Theory) and evaluate (Miller’s Pyramid) their curriculum. It will help us understand why our learners behave in a certain way (Maslow’s Hierarchy of Needs) and how we approach and organize abstract concepts in education (Prototype Theory). Check out the 10 chapters in Volume 4 to help you understand how we can use education theory to be more successful educators, learners, and scholars.
Notes from Dr. Abra Fant, the lead editor of Volume 5: This volume explores 10 new theories which again cover the educational design process from start to finish. The IDEO Design Theory helps educators disrupt while designing, R2C2 provides an exceptional model for delivering feedback and the Logic Model is a wonderful resource for evaluating curricula. We invite you to explore these and other chapters to help provide background and context as you design, enact and evaluate your educational interventions.
Our Process
As part of the Faculty Incubator program, a 2 -3 person team authored a primer on a key education theory on the International Clinician Educator (ICE) blog. These posts were published serially over a 10-week period. Each post featured a key educationally-relevant theory by starting with a vignette that situated the theory. Following this vignette, there was an explanation and short history of the theory followed by an annotated bibliography for further reading. To ensure high quality, we then asked the #MedEd and #FOAMed online communities to join us in peer-reviewing these posts. After incorporating many of the peer review comments, each blog post was converted into a book chapter within this volume of a series of books for budding clinician-educators – the Education Theory Made Practical series. We believe this will serve as a valuable tool on how to incorporate educational theory into the clinical realm in a practical way.
Over 1,300 physicians across the U.S. were asked to interpret patient preferences for end-of-life care in theoretical cases. Physicians rarely reached consensus about patient preferences when they were given only living wills and POLST documents to interpret. The addition of a patient video testimonial helped physicians make better care decisions that reflected their patients’ wishes. Will video become the new national standard for advance care planning?
As part of the ALiEM Faculty Incubator Program, Dr. Mike Callaham (Editor-in-Chief of 