This short textbook of ethics and law is aimed at doctors in training and in practice. Medical ethics and law are now firmly embedded in the curricula of medical schools. The ability to make clinical decisions on the basis of critical reasoning is a skill that is rightly presumed as necessary in today’s doctors. Medical decisions involve not only scientific understanding but also ethical values and legal analysis. The belief that it is ethically right to act in one way rather than another should be based on good reasons: it is not enough to follow what doctors have always done, nor what experienced doctors now do.

The third edition has been revised and updated to reflect changes in the core curriculum for students, developments in the law as well as advances in medicine and technology. It includes a new ‘extensions’ section, providing an outline of important developing areas in medical ethics.

• The first part of the book covers the foundations of ethics and law in the context of medicine.

• The second part covers specific core topics that are essential for health professionals to understand.

• The third section of the book includes new chapters on cutting edge topics that will be crucial for the doctors and health professionals of tomorrow.

• This new edition includes a new third section that provides an extension to the core curriculum focused on four key emerging topics in medical ethics – neuroethics, genethics, information ethics and public health ethics.

• The chapters on Consent, Capacity and Mental Health Law have been extensively revised to reflect changes in legislation. Chapters on confidentiality and information ethics contain new sections relating to information technology, sharing information and breaching confidentiality.

• Each chapter contains case examples drawn from personal experience or from the media.

• This edition also includes cartoons to highlight cutting edge and topical issues.

• Most chapters include revision questions and an extension case to encourage readers who are interested in a topic to explore further.

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Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees.

• Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program.

• Includes new coverage of “just-in-time” learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education.

• Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping.

• Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers.

• Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students’ or trainees’ learning can be made more effective.

• Expert ConsultT eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, and references from the book on a variety of devices.

Significant developments will be highlighted throughout this revised edition including the case for ‘just-in-time’ learning, the concept of learning and technology not learning technology, the implementation in practice of competency based education, a fundamental rethink of assessment with programmatic assessment and the development of the role of the student and the patient as partners in the education process.

• The text will be updated with recent references with regard to the importance of the teacher and educational concepts such as feedback and individualisation. Reference will be made to the role of the teacher as a scholar and professional as noted in the new book ‘The eight roles of the Medical Teacher’ where the themes are described in more detail. Outcome/competency based education has been an important development in medical education and this will be reflected in the new edition.

• The section on addressing teaching and learning methods will be revised recognising developments in our understanding of the relation between learning and technology, the importance of the teacher’s tool kit and the increasing options within it. The difference between individualised learning, personalised learning, personal learning and differentiated learning will be clarified.

• The section on the curriculum will be maintained and will reflect developments in curriculum planning including curriculum mapping.

• The final section on assessment will present the developments in the area including the closer integration of assessment into the education programme and the challenges of relating assessment to the competencies and outcomes as described in Section 2. The role of self-assessment will be emphasised.

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