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Medical Teacher Volume 35, 2013 - Issue 11
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Web Paper AMEE Guide

Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83

David C. M. TaylorUniversity of Liverpool, UK; The Reverend DR DAVID TAYLOR, BSc (hons), MEd, MA, PhD, FHEA, FSB, FAcadMEd, is a reader in Medical Education at the School of Medicine at Liverpool. Although originally a physiologist, he now works almost exclusively in medical education. He has been heavily involved in curriculum reform in Liverpool and further afield for the past 20 years. His research interests are in problem based learning, pastoral care and professionalism, and in 2009 he was awarded a National Teaching Fellowship by the UK Higher Education Academy.Correspondence[email protected]
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Hossam HamdyUniversity of Sharjah, United Arab Emirates; Prof HOSSAM HAMDY, MB ChB, MCh, FRCS (Edinburgh), FRCS (England), FACS, PhD (Medical Education) is the Vice Chancellor for Medical & Health Sciences Colleges at the University of Sharjah, Professor of Surgery and Medical Education, University of Sharjah. For the last 30 years, he has introduced innovation and quality medical education in the Middle East and Gulf region. His areas of interest are leadership, curriculum development, innovation in learning strategies, clinical education, assessment, programme evaluation, quality measurement and accreditation in Medical Education. In January 2012, he was awarded “Le Médaille du Chevalier Français” by the French Ministry of Education and in April 2011, he won the Sheikh Khalifa Award for Higher Education for “Distinguished Professor and Teacher”.
Pages e1561-e1572 | Published online: 04 Sep 2013

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