Geoffrey R. Norman

PDQ Statistics

D.I. Newble

Cees Vleuten

The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is towards research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the Handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The Handbook comprises 33 chapters organized into six sections: Research Traditions, Issues in Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The authors are internationally recognized authorities in medical education, who have all made substantial contributions to this literature. The research orientation of the Handbook makes this work an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing.

International Handbook of Research in Medical Education

Vic Neufeld

Assessing Clinical Competence

David L. Streiner

This new edition of the book will be produced in two versions. The textbook will include a CD-Rom with two videotaped lectures by the authors. This book translates biostatistics in the health sciences literature with clarity and irreverence. Students and practitioners alike, applaud Biostatistics as the practical guide that exposes them to every statistical test they may encounter, with careful conceptual explanations and a minimum of algebra. What's New? The new Bare Essentials reflects recent advances in statistics, as well as time-honored methods. For example, "hierarchical linear modeling" which first appeared in psychology journals and only now is described in medical literature. Also new, is a chapter on testing for equivalence and non-inferiority. As well as a chapter with information to get started with the computer statistics program, SPSS. Free of calculations and jargon, Bare Essentials speaks so plainly that you won't need a technical dictionary. No math, all concepts. The objective is to enable you to determine if the research results are applicable to your own patients. Throughout the guide, you'll find highlights of areas in which researchers misuse or misinterpret statistical tests. We have labeled these "C.R.A.P. Detectors" (Convoluted Reasoning and Anti-intellectual Pomposity), which help you to identify faulty methodology and misuse of statistics.

The Bare Essentials

Biostatistics

John Cairney

A new edition of this practical guide for clinicians who are developing tools to measure subjective states, attitudes, or non-tangible outcomes in their patients, suitable for those who have no knowledge of statistics.

A Practical Guide to Their Development and Use

Health Measurement Scales

Cees P.M. van der Vleuten

GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.

Geoffrey R. Norman

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