Flipped Publishing: A New Paradigm for Medical Textbooks

Authors

  • Shahab Shahid Medical Student, St George's University of London
  • Mark Rodrigues Radiology Registrar, Royal Infirmary of Edinburgh, Edinburgh, UK.
  • Simon Maxwell Professor of Student Learning, Prescribing, and Clinical Pharmacology. Clinical Pharmacology Unit, University of Edinburgh, Edinburgh, UK.
  • Katrina Mason Core Surgical Trainee, Barts and the London, The Blizard institute, London, UK
  • Madelaine Gimzewska Foundation Doctor, Frimley Park Hospital, Surrey, UK.
  • Zeshan Qureshi Academic Clinical Fellow (International Child Health), Great Ormond Street and Institute of Child Health, London, UK.

DOI:

https://doi.org/10.2218/resmedica.v23i1.1328

Keywords:

Medical, Education, Publishing, Textbooks, Junior.

Abstract

Medical textbooks remain an integral component of the undergraduate education pathway. These texts are traditionally prepared by senior clinicians or academics, based on their long experience of the subject matter. Medical students and junior doctors are commonly asked to review these books, but often have little role in influencing the content. This article will discuss the opening of a new paradigm in medical publishing, whereby students and junior doctors (juniors) take the lead in planning and producing the content of their textbooks with senior clinicians taking the role of reviewer. 

References

Qureshi, Z. A long-term, sustainable, inclusive, international model for facilitating junior doctors and medical student-led publishing. Res Medica 2014;22(1):149-158.

Albrecht UV1, Folta-Schoofs K, Behrends M et al. Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study. J Medical Internet Res. 2013;15(8):e182.

Guarino S1, Leopardi E, Sorrenti S et al. Internet-based versus traditional teaching and learning methods. Clin Teach. 2014;11(6):449-53.

Yu TC, Wilson NC, Singh PP et al. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract. 2011;2:157-72.

Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide 30. Med Teach. 2007;29(6)527-45.

Qureshi Z. Back to the bedside: the role of bedside teaching in the modern era. Perspect Med Educ. 2014;3(2):69-72.

Qureshi Z, Seah M, Ross M et al. Centrally organised bedside teaching led by junior doctors. Clin Teach. 2013;10:141-5

Qureshi ZU, Gibson KR, Ross MT et al. Perceived tutor benefits of teaching near peers: Insights from two near peer teaching programmes in South East Scotland. Scott Med J. 2013;58:188-192.

Gibson KR, Qureshi ZU, Ross MT et al. Junior doctor-led 'near-peer' education for medical students. Br J Clin Pharmacol. 2014;77:122-9

Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29(6):591-599.

Downloads

Published

21-Dec-2015

How to Cite

Shahid, S., Rodrigues, M., Maxwell, S., Mason, K., Gimzewska, M., & Qureshi, Z. (2015). Flipped Publishing: A New Paradigm for Medical Textbooks. Res Medica, 23(1), 92–94. https://doi.org/10.2218/resmedica.v23i1.1328

Issue

Vol. 23 No. 1 (2015): Winter 2015

Section

Special Article

License

Creative Commons License
This is an Open Access journal. All material is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) licence, unless otherwise stated.
Please read our Open Access, Copyright and Permissions policies for more information.