AMEE Education Guide Series 1
AMEE Education Guide Series 1 cover topical issues in medical and healthcare professions education and provide information, practical advice and support. They are designed for use by individual teachers to inform their practice and are widely used in staff development programmes.
Guide Series 1 is available in PDF format, a limited supply of printed copies are available for some of the titles. Printed copies are available on request for staff development programmes and courses. Please contact the AMEE Office for more information: amee@dundee.ac.uk
The new series of AMEE Education Guides, Series 2, was introduced in 2007. Over 40 titles have been added to Series 2 and several new guides are under development. These guides contain useful take-home messages, highlight key points from the text and incorporate a column for your own personal annotations.
Guide Series 2 are available as printed Guides and some may be available as PDFs.
A selection of Guides have also been translated into Spanish and Russian. For more information, please visit: http://www.amee.org/index.asp?lm=153
Order Publications Online or download the AMEE Publication Flyer.pdf most recent AMEE for more information.
Guide Series 1
AMEE Guide 4: Effective Continuing Education: The CRISIS Criteria
R M Harden and J M Laidlaw (1992)
A valuable and practical tool which identifies the characteristics of successful continuing education. The ideas can also be applied to the other phases of education.
Format: Printed / Electronic
ISBN: 978-1-903934-05-0 (printed); 978-1-908438-38-6 (pdf)
AMEE Guide 5: The Core Curriculum with Options or Special Study Modules
R M Harden and M Davis (1995)
A practical approach to understanding and implementing the core curriculum with options or special study modules - arguably the most important recent development in medical education.
Format: Printed / Electronic
ISBN: 978-1-903934-06-7 (printed); 978-1-908438-44-7 (pdf)
AMEE Guide 7: Task-based Learning: An Education Strategy for Undergraduate, Postgraduate and Continuing Medical Education
R M Harden, J M Laidlaw, J S Ker and H E Mitchell (1997)
A clear and important practical guide to the challenge of making education more relevant, more effective and more efficient.
Format: Printed / Electronic
ISBN: 978-1-903934-08-7 (printed); 978-1-908438-45-4 (pdf)
AMEE Guide 9: Assessment of Clinical Competence Using the Objective Structured Long Examination Record (OSLER)
F Gleeson (1998)
This booklet identifies the problems that exist in relation to the long case clinical assessment and provides, through the OSLER, a practical alternative.
Format: Printed
ISBN: 978-1-903934-10-9 (printed); not available electronically
AMEE Guide 11: Portfolio Learning in Medical Education
David Snadden, Mary Thomas and Maggie Challis (1999)
Portfolios are being increasingly used in medical education as a tool for professional development and assessment. This Guide explains what is a portfolio, how to develop one and some ways in which portfolios can be used in formative assessment.
Format: Printed / Electronic
ISBN: 978-1-903934-12-5 (printed); 978-1-908438-46-1 (pdf)
AMEE Guide 13: The Use of Real Patients, Simulated Patients and Simulators in Clinical Examinations
J P Collins and R M Harden (1999)
In the assessment of clinical competence it is important to observe a candidate interacting with a patient. This guide provides an overview of the different roles of the patient in this encounter. It describes three approaches to patient representations in clinical examinations - the 'real' patient, a simulated patient who has undergone training in order to reproduce a particular scenario, and models or simulators, videotape and audiotape and computers used as patient substitutes. The guide presents the advantages and disadvantages of each approach and the factors which you should take into account when you are making an informed decision in your practice. The guide presents a useful continuum between real patients with no training and simulated patients who have been extensively trained to perform the task. An essential guide for all concerned with examining students' or trainees' clinical competence.
Format: Printed / Electronic
ISBN: 978-1-903934-14-1 (printed); 978-1-908438-47-8 (pdf)
AMEE Guide 14: Outcome-Based Education
R M Harden, J R Crosby, M H Davis, Stephen R Smith, Richard Dollase, Miriam Friedman Ben-David, Nick Ross and David Davies (1999)
Outcomes are one of the buzz words in education and outcome-based education is a powerful and appealing way of reforming medical education. This guide presents a series of contributions on this very important topic. It explains clearly the concept of outcome-based education and the advantages of adopting this approach. A useful framework for developing and presenting outcomes is given which can be adapted to your situation. How to implement outcome-based education and the implications for performance assessment and for the electronic curriculum are described. The guide is illustrated with examples from the UK and the USA.
Whether you are already familiar with the concept of outcome-based education or coming to it for the first time, this guide makes essential reading.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-39-3 (pdf).
AMEE Guide 15: Problem-based Learning: a practical guide
M H Davis and R M Harden (1999)
This practical guide for health professions teachers provides a practical perspective of problem-based learning (PBL), one of the most important educational developments in the past 30 years. There is confusion and misunderstanding about what is PBL. This guide describes the basic underlying educational principle which underpins all PBL in whatever context it is used. It describes how PBL is a continuum of approaches rather than one immutable process and is a teaching method that can be included in the teacher's tool-kit along with other teaching methods rather than used as the sole educational strategy. The guide discusses the advantages and disadvantages of PBL. It describes the PBL process, the range of ways in which the problem may be presented and the role of staff in facilitating the learning.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-40-9 (pdf).
AMEE Guide 16: Study Guides their use and preparation
R M Harden, J M Laidlaw and E A Hesketh(1999)
This AMEE guide describes how study guides can make a major contribution to learning in the context of many of the changes that have been taking place in undergraduate and postgraduate medical education. It explains how they differ from textbooks and other learning resources. The guide describes in detail with practical illustrations the three roles of the study guide: assisting in the management of student learning, providing a focus for student activities relating to the learning and providing information on the subject or topic of study. The use of a study guide triangle model is described as a helpful approach to thinking about the implementation of study guides in your own context. The key steps in preparing a study guide are presented.
Format: Printed. Not available electronically
ISBN: 978-1-903934-17-6 (printed)
AMEE Guide 17: Writing for Journal Publication
Glennys Parsell and John Bligh (1999)
This guide helps both the novice author and the more experienced writer to plan, organise and write up their findings and reach an appropriate audience as quickly as possible. The guide describes the seven stages in the publication process: forming the original idea, carrying out the research, choosing the journal or publisher, writing the paper and submitting it, rejection, revising and resubmitting, and acceptance. There are few people for whom writing is easy. This guide describes the skills necessary at each stage and how to avoid some of the common pitfalls.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-42-3 (pdf)
AMEE Guide 18: Standard Setting in Student Assessment
Miriam Friedman Ben-David (2000)
Setting standards for performance assessment is a relatively new area of study. This guide will familiarize the reader with the framework, principles, key concepts and practical considerations of standard setting approaches and help in the selection of the most appropriate standard setting approach to meet testing needs.
Format: Printed / Electronic
ISBN: 978-1-903934-19-2 (printed); 978-1-908438-48-5 (pdf)
AMEE Guide 19: Personal Learning Plans
Maggie Challis (2000)
Personal Learning Plans are being introduced across the continuum of medical education, from undergraduate, through postgraduate to continuing professional development. The guide shows how and where they can be used, indicating how they link with other professional development initiatives such as appraisal and revalidation and gives a rationale for their use in enhancing lifelong learning. The guide offers a simple, stage-by-stage strategy for developing a personal learning plan and for supporting others as they undertake the process.
Format: Printed / Electronic
ISBN: 978-1-903934-20-6 (printed); 978-1-908438-49-2 (pdf)
AMEE Guide 20: The Good Teacher is more than a Lecturer the twelve roles of the teacher
R M Harden and J Crosby (2000)
Teaching is a demanding and complex task. This guide provides a valuable insight by describing the twelve different roles of the teacher. The roles are presented in an easy accessible framework which offers teachers a better understanding of their work. This role model framework is of use in the assessment of the needs for staff to implement a curriculum, in the appointment and promotion of teachers, in the organisation of a staff development programme and as a research tool in medical education."
Format: Printed / Electronic
ISBN: 978-1-903934-00-1 (printed); 978-1-908438-50-8 (pdf)
AMEE Guide 21: Curriculum mapping : a tool for transparent and authentic teaching and learning
R M Harden (2001)
Curriculum mapping is a powerful tool for managing the curriculum and for supporting teaching and learning. It is the key to an effective integrated curriculum. Curriculum mapping deals with what is taught, how it is taught, when it is taught and the measures used to determine whether the student has achieved the expected learning outcomes. The guide explains clearly the components and functions of a curriculum map and how it can assist the teacher, the curriculum planner, the student, the administrator and the medical education researcher. Nine steps are described in the development of curriculum maps and examples and checklists are provided. The guide highlights what is required in an institution if curriculum maps are to be successfully introduced.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-42-3 (pdf)
AMEE Guide 22: Refreshing Lecturing: a guide for lecturers
George Brown and Michael Manogue (2001)
A very readable and practical guide to lecturing based on research and on the authors' considerable experience.
Format: Printed / Electronic
ISBN: 978-1-903934-02-8 (printed); 978-1-908438-51-5 (pdf)
AMEE Guide 23: Curriculum, environment, climate, quality and change in medical education: a unifying perspective
J M Genn (2001)
An interesting and thought-provoking guide that looks at five focal terms in education, and emphasises the power and utility of the concept of climate as a manifestation of the other four concepts. Incorporates two editorials on the topic, and a helpful, practical guide to using the Dundee Ready Education Environment Measure (DREEM) to measure the medical school environment.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-43-0 (pdf)
AMEE Guide 24: Portfolios as a method of student assessment
Miriam Friedman Ben-David, M H Davis, R M Harden, P W Howie, J Ker and M J Pippard (2001)
A guide to the use of portfolios in the assessment of students, providing useful background information and practical advice on implementation.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-903934-04-4 (printed); 978-1-908438-52-2 (pdf)
AMEE Guide 25: The assessment of learning outcomes
James M Shumway and Ronald M Harden (2003)
Assessment plays a major role in the process of medical education, the lives of medical students and the certification of competent physicians who take care of the public. Assessment and evaluation often drive the curricula of medical schools. Increasingly recommendations relating to undergraduate, postgraduate and continuing medical education adopt an outcome-based approach and emphasise the learning outcomes expected by the completion of each phase of training. Assessment is a key component in outcome-based education. Teachers are faced with the need to develop non-traditional teaching and assessment techniques which capture both the learning and performance of broad abilities. The clearer the definition of learning outcomes, the more effectively can the assessment process be planned and implemented. This guide describes the implementation of outcome-based assessment and the appropriate assessment approaches for each category of learning outcomes in the health care professions.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-903934-25-7 (printed); 978-1-908438-53-9 (pdf)
AMEE Guide 27: Effective educational and clinical supervision
Sue Kilminster, David Cottrell, Janet Grant and Brian Jolly (2007)
This guide reviews what is known about educational and clinical supervision practice through a literature review and a questionnaire survey. It identifies the need for a definition and for explicit guidelines about supervision. There is strong evidence that, whilst supervision is considered to be both important and effective, practice is highly variable. In some cases, there is inadequate coverage and frequency of supervision activities. There is particular concern about lack of supervision for emergency and ‘out of hours work’, failure to formally address under performance, lack of commitment to supervision and finding sufficient time for supervision. There is a need for an effective system to address both poor performance and inadequate supervision.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-xx-x (pdf)
AMEE Guide 28: The development and role of departments of medical education
Margery H Davis, Indika Karunathilake and Ronald M Harden (2006)
This guide is intended for those wishing to establish or develop a medical education department. It may also prove useful to teachers in medicine by providing information on how such a department can support their activities.
Format: Electronic. Printed copy no longer available
ISBN: 978-1-908438-xx-x (pdf)
Guide Series 1: Out of Print
The following guides are no longer available in printed or electronic format
AMEE Guide 1-3, 6
AMEE Guide 8: Learning in small groups - Recommend purchasing AMEE Guide 48
AMEE Guide 10: Managing change in medical context: Guidelines for action
AMEE Guide 12: Multiprofessional Education Recommend purchasing AMEE Guide 38
AMEE Guide 26: Clinical Teaching in Ambulatory Care Settings - making the most of learning opportunities with outpatients.
Guide Series 1: How to purchase
AMEE Education Guides Series 1 are available to purchase online
Order Publications Online by clicking on the link
Terms and Conditions
The cost per Guide is £5.00 (GBP) or €7.00 (Euros).
All electronic guide orders must be paid by credit card at the time of purchase. A link will be provided by email that will allow a one off downlond for all electronic copy orders. AMEE guides should not be reproduced without permission.
Printed Guides will not be issued until payment is received.
Postage and Packaging will be charged at £1.00/€1.50 per printed Guide.
AMEE members will receive 10% discount on all Guide orders
Bulk discount for printed guides for staff development programmes or courses are available. Please contact amee@dundee.ac.uk