Essential Skills for a Medical Teacher

3rd Edition Ronald Harden - eBook PDF

Go to download the full and correct content document:
https://ebooksecure.com/download/essential-skills-for-a-medical-teacher-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Essential Skills for a Medical Teacher: An Introduction

to Teaching and Learning in Medicine - eBook PDF

https://ebooksecure.com/download/essential-skills-for-a-medical-
teacher-an-introduction-to-teaching-and-learning-in-medicine-
ebook-pdf/

(Original PDF) Essential Communication by Ronald Adler

http://ebooksecure.com/product/original-pdf-essential-
communication-by-ronald-adler/

(Original PDF) Essential Clinical Skills Enrolled

Nurses 3rd Australia

http://ebooksecure.com/product/original-pdf-essential-clinical-
skills-enrolled-nurses-3rd-australia/

The Definitive Guide to the OSCE: The Objective

Structured Clinical Examination as a performance
assessment 1st Edition Ronald M. Harden - eBook PDF

https://ebooksecure.com/download/the-definitive-guide-to-the-
osce-the-objective-structured-clinical-examination-as-a-
performance-assessment-ebook-pdf/
Essential Clinical Skills: Enrolled Nurses - eBook PDF

https://ebooksecure.com/download/essential-clinical-skills-
enrolled-nurses-ebook-pdf/

25 Essential Skills and Strategies for the Professional

Behavior Analyst: - PDF Version

http://ebooksecure.com/product/25-essential-skills-and-
strategies-for-the-professional-behavior-analyst-pdf-version/

(eBook PDF) Becoming a Teacher 11th Edition

http://ebooksecure.com/product/ebook-pdf-becoming-a-teacher-11th-
edition/

(eBook PDF) Marsh's Becoming a Teacher, 6th Edition

http://ebooksecure.com/product/ebook-pdf-marshs-becoming-a-
teacher-6th-edition/

(eBook PDF) Personalized Professional Learning: A Job-

Embedded Pathway for Elevating Teacher Voice

http://ebooksecure.com/product/ebook-pdf-personalized-
professional-learning-a-job-embedded-pathway-for-elevating-
teacher-voice/
Third Edition

ESSENTIAL SKILLS
FOR A MEDICAL
TEACHER
An introduction to teaching
and learning in medicine

Foreword by
David M Irby

Ronald M Harden
I I SI \ II
Jennifer M Laidlaw
Expert | CONSULT
with j '
books

$Q\VFUHHQ
$Q\WLPH
$Q\ZKHUH
$FWLYDWHWKHH%RRNYHUVLRQ
RIWKLVWLWOHDWQRDGGLWLRQDOFKDUJH
DUJH

([SHUW&RQVXOWH%RRNVJLYH\RXWKHSRZHUWREURZVHDQGILQGFRQWHQW
YLHZHQKDQFHGLPDJHVVKDUHQRWHVDQGKLJKOLJKWVƋERWKRQOLQHDQGRIIOLQH

8QORFN\RXUH%RRNWRGD\
 Visit expertconsult.inkling.com/redeem
 6FUDWFKRII\RXUFRGH
6FDQWKLV45FRGHWRUHGHHP\RXU
 7\SHFRGHLQWRƏ(QWHU&RGHƐER[ H%RRNWKURXJK\RXUPRELOHGHYLFH
 &OLFNƏ5HGHHPƐ
 /RJLQRU6LJQXS
 *RWRƏ0\/LEUDU\Ɛ
,WƍVWKDWHDV\

Place Peel Off

Sticker Here

)RUWHFKQLFDODVVLVWDQFH
HPDLOH[SHUWFRQVXOWKHOS#HOVHYLHUFRP
FDOO LQVLGHWKH86 
ELSEVIER FDOO RXWVLGHWKH86

Y
ESSENTIAL SKILLS FOR A
MEDICAL TEACHER
This page intentionally left blank

     
ESSENTIAL SKILLS FOR A
MEDICAL TEACHER
An introduction to teaching and learning
in medicine
Third Edition

Ronald M Harden OBE MD FRCP (Glas) FRCPC FRCS (Ed)

Professor Emeritus Medical Education, University of Dundee, UK
General Secretary, Association for Medical Education in Europe (AMEE)
Editor, Medical Teacher

Jennifer M Laidlaw DipEdTech MMEd

Formerly Assistant Director, Education Development Unit, Scottish
Council for Postgraduate Medical and Dental Education at the University
of Dundee, Dundee, UK

Foreword by

David M Irby PhD MDiv

Professor Emeritus of Medicine, Education Scientist, Center for Faculty
Educators, School of Medicine, University of California, San Francisco, USA
  
ELSEVIER
© 2021, Elsevier Limited. All rights reserved.

First edition 2012

Second edition 2017
Third edition 2021

The right of Ronald Harden and Jennifer Laidlaw to be identified as authors of this work has been asserted
by them in accordance with the Copyright, Designs and Patents Act 1988.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording, or any information storage and retrieval system, without
permission in writing from the publisher. Details on how to seek permission, further information about the
Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance
Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions.

This book and the individual contributions contained in it are protected under copyright by the Publisher
(other than as may be noted herein).

Notices

Practitioners and researchers must always rely on their own experience and knowledge in evaluating
and using any information, methods, compounds or experiments described herein. Because of rapid
advances in the medical sciences, in particular, independent verification of diagnoses and drug dosages
should be made. To the fullest extent of the law, no responsibility is assumed by Elsevier, authors, edi-
tors or contributors for any injury and/or damage to persons or property as a matter of products liability,
negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas
contained in the material herein.

ISBN: 978-0-7020-7854-5

Publisher: Elyse O’Grady

Content Development Specialist: Carole McMurray
Content Coordinator: Susan Jansons
Project Manager: Julie Taylor
Design: Renee Duenow
Marketing Manager: Deborah Watkins
Working together
9 grow libraries in
Printed in Poland ELSEVIER Stematfonai developing countries
else ier c m «*kai
 Contents

Foreword ix
Preface xi
About the Authors xiii
Acknowledgements xv

SECTION 1 Challenges you face as a teacher

(Teaching responsibilities) 1

1 What is expected of you as a teacher at a time of change

 3

SECTION 2 Specifying what students should learn

(Outcome-based education)
­ 11

2 What is outcome- or competency-based education?

 ­ ­ 13

3 Specifying the learning outcomes and competencies

 22

4 Describing and communicating the learning outcomes and competencies

 28

5 Twelve steps in establishing an outcome- or competency-based approach

 ­ ­ 36

6 Entrustable professional activities (EPAs)

 43

SECTION 3 Planning the curriculum (The curriculum)  51

7 The ‘authentic’ curriculum

 53

8 Ten questions to ask when planning a curriculum

 60

9 Sequencing curriculum content and the spiral curriculum

 67

10 A student-centred approach and student engagement

 ­ 73

11 Building learning around clinical problems and presentations

 80

v
 12 Using an integrated approach 92

13 Interprofessional education 99

14 Clinical teaching in the curriculum 105

15 Information overload and a curriculum with core content and options 116
CONTENTS


16 The importance of the learning environment 124

17 Mapping the curriculum 134

SECTION 4 Helping the student to learn (The teacher’s toolkit) 141


18 Selecting the teaching/learning method 143

19 Understanding basic educational principles 148

20 Demonstrating passion for teaching 164

21 Teaching large groups 169

22 Teaching small groups 177

23 Facilitating independent learning 186

24 Undertaking clinical teaching 192

25 Making use of simulation 199

26 Technology enhanced learning 205

27 Peer and collaborative learning 214

SECTION 5 Checking that the student has learned
(Assessment) 219

28 Your institution’s assessment PROFILE 221


29 Six questions to ask about assessment 226

30 Written assessment 235

31 Clinical and performance-based assessment 240

­
32 Portfolio assessment 249

33 Self-assessment 254

­
SECTION 6 Planning for the future  265 

35 Evaluating the curriculum

 267

36 Knowing what works and doesn’t work

 276

CONTENTS
37 Bringing about change
 283

38 The future of medical education

 292

Index 307

vii
This page intentionally left blank

     
 Foreword

My life has been repeatedly transformed by exceptional teachers. I vividly recall a pre-
sentation by an amazing teacher and researcher at a national meeting 30 years ago,
which changed the trajectory of my research and career. I was so excited about the ideas
he presented that I embarked on a quest to establish a whole new line of inquiry. I left
the conference and immediately resigned my assistant deanship, took a sabbatical to
get retooled in qualitative research methods, and embarked on a set of research studies
on clinical teacher knowledge and reasoning. Great teaching can change everything.

Reflecting on that powerful experience, I am reminded that I also love to teach because
I love to learn, and I derive a great deal of personal satisfaction in helping others. I find
joy in preparing, teaching interactively, and reflecting on my instruction so that I can
continually improve. And I am inspired by and celebrate the learning gains and ac-
complishments of my learners and mentees. I ask you, what could be better than this?

Yet, exceptional teaching doesn’t just happen. Teaching excellence emerges from hard
work and deliberate practice. By deliberate practice I mean, the conscious and effort-
ful work on one component or skill of teaching in order to improve it - before moving
on to master additional components. In learning anything new, the best approach is
to pick one thing to focus on, implement and automate it, before adding another new
strategy. Thus, the way to read this book, Essential Skills for a Medical Teacher, is to
select one chapter or skill to read about, try using it in your teaching, and then revise
until it works for you. Then, select another skill, concept or chapter to read and experi-
ment with it.

This book offers insights from practice and scholarship to improve the various roles
teachers perform: teacher, mentor, curriculum developer, assessor, educational leader,
and scholar. Both new and experienced teachers will find practical and tested strate-
gies for each of these roles in this book. Some of the ideas and concepts can be readily
implemented while others require more extensive effort, collaboration and planning.
Since there are no simple answers or quick fixes for excellent teaching, the book should
be viewed as a set of tools designed for continuous improvement.

There is an additional benefit to reading the book: learning the vocabulary and con-
cepts of contemporary medical education. At a conceptual level, teachers benefit from
understanding key learning theories and terms, curriculum development frameworks,
assessment strategies, and leadership practices. This offers a common language and

ix
 an evidence-based approach to working in medical education. These concepts can ex-
pand understanding about the roles and responsibilities of teachers not only for direct
instruction but for the broader learning environment as well.

The format of the book lends itself to being a guide on the side for educational
knowledge and skills. It is written in a style that is easy to assimilate, is evidence-
FOREWORD

based, offers practical and inspiring ideas with selected references on each topic
presented. In addition, the chapters offer insights into key contemporary concepts
in education, such as adaptive expertise, EPAs, spiral and hidden curricula; as well
as helpful memory devices for retention of key points. You might see if you can find
the following mnemonics used to remember key concepts in the book: SPICES,
FAIR, CRISIS, PHOG, P2P, PROFILE.

The chapter on learning environments describes an expanded view of where and

how we learn and work. Learning environments include the social interactions,
organizational culture and structures, physical and virtual spaces, and personal ex-
periences, perceptions and learning. A positive learning climate is built on teacher
enthusiasm and humility, welcoming and respectful relationships, and balancing
challenge with support. Interactions among participants in learning environments
have been associated with learners thriving, learning and providing excellent pa-
tient care and the opposite: contributing to burnout, depression, diminished learn-
ing and poorer quality patient care. As teachers, we need to attend to all of the com-
ponents of the learning environment and advocate for their improvement in order
to create joy filled and challenging learning experiences for students and residents.

In the chapter on passion for teaching, there are helpful tips on how to be a pas-
sionate teacher and how to avoid burnout. Passion for teaching and the topic of
instruction is essential to motivate learning. I learned from my earliest research on
clinical teaching that enthusiasm (and a passion for teaching and for one’s profes-
sion) is the highest correlate of overall teaching effectiveness as rated by students
and residents. Sharing excitement for teaching and patient care activates, energizes
and focuses learning.

I have devoted my career to helping teachers improve through faculty develop-

ment and educational scholarship. In the process, I have discovered numerous
resources that can help teachers in their continuing quest for excellence. This
book is one of them. It helps shift our thinking away from teaching obligations
toward the joy of teaching that can inspire learners and shape the future. I com-
mend this book to you.

David M. Irby PhD MDiv

Professor Emeritus of Medicine
Education Scientist, Center for Faculty Educators, School of Medicine
University of California San Francisco
San Francisco, CA USA
 Preface

Welcome to the third edition of Essential Skills for a Medical Teacher. If you are
new to teaching and training you will find that the text describes what you should
know about curriculum planning, about teaching and learning methods, and about
assessment. For those more experienced, it provides an update on developments in
medical education and an opportunity to critique your own teaching in the light of
best education practice. The text has been prepared as a practical resource that will
assist you to create meaningful learning opportunities for your students or trainees.
At the same time it introduces some key principles that will help you to reflect on
the recommendations provided and on your own teaching.

The chapters in the book have been revised and updated to take account of the
developments in medical education since the second edition was published. New
chapters have been added addressing entrustable professional activities, the selec-
tion of the most appropriate teaching method, your approach to assessment using
the assessment PROFILE, self-­assessment, bringing about change, and the future
of medical education.

The book provides a concise summary of practical issues and what is required of a
teacher, with bulleted lists to allow you to assimilate quickly the key elements. It
was Albert Einstein who said that ‘any intelligent fool can make things bigger and
more complex’. We hope we have avoided doing so! At the end of each chapter we
ask you to Think about issues raised and also Dig deeper in the published literature.
In addition to references cited in the text, we have provided additional references
should you wish to explore the topic in more depth.

We have divided the book into six sections. The first section introduces you to your
roles as a teacher and the challenges you face. The second section addresses the
key question you need to consider first – what should the student or trainee learn.
This reflects the important move to outcome-­or competency-­based education. The
next section looks at the different options for addressing these learning outcomes
in a curriculum and the range of educational strategies available. Section four then
considers how you can best facilitate the student’s learning and the tools available
in your teacher’s toolkit. Section five describes how you can assess whether the
learner has mastered the necessary outcomes and competencies and the power as-
sessment has to assist the student’s learning. The final section considers how you

xi
 can review your own teaching, adopt an evidence-informed approach, and bring

­
about change where this may be indicated. The book reflects the wind of change in
medical education. The last chapter looks at what the education programme might
look like in 5 or 10 years.

Whether your responsibilities are in undergraduate, postgraduate, or continuing

PREFACE

education, your role as a teacher or trainer is of the greatest importance. We hope

you will find this book both enjoyable and useful and that it will help you to re-
spond to the current and changing demands in medical education.
 About the authors

Ronald M Harden
Professor Ronald Harden graduated from the medical school in Glasgow, UK. He
completed training and practised as an endocrinologist before moving full time to
medical education. Professor Harden is editor of Medical Teacher and General Sec-
retary and Treasurer of the Association for Medical Education in Europe (AMEE).
He was formerly Professor of Medical Education, Teaching Dean and Director of
the Centre for Medical Education at the University of Dundee, and Consultant
Physician.

Professor Harden is recognised as one of the leading international authorities in

medical education with unparalleled experience in undergraduate, postgraduate,
and continuing medical education. He brings to medical education a unique blend
of theoretical and practical experience. He is committed to developing new ap-
proaches to medical education, to curriculum planning, and to teaching and learn-
ing. Ideas which he has pioneered include the Objective Structured Clinical Ex-
amination (OSCE), which has been universally adopted as a standard approach
to assessment of clinical competence. He has led work related to outcome-based
­

education, curriculum mapping, and the application of new learning technologies.

Professor Harden has written extensively in his areas of interest and has published
more than 400 papers in leading journals. He is co-author of The Definitive Guide
­

to the OSCE and The Eight Roles of the Medical Teacher and co-editor of A Practical
­

Guide for Medical Teachers and the Routledge International Handbook of Medical
Education.

He has served as a consultant and visiting professor in Europe, North America,

South America, the Middle East, Africa, India, and the Far East. His contributions
to excellence in medical education have attracted numerous awards including an
honorary fellowship of the Royal College of Physicians, Surgeons of Canada, the
prestigious Hubbard Award by the National Board of Medical Examiners in the
USA, and recognition by the Kellogg Foundation for his contributions to medical
education in South America. He was awarded by the Queen the OBE for his services
to medical education. He was presented in Singapore in February 2006 with the
‘Mentoring, Innovation and Leadership in Education Scholarship’ (MILES) award
for ‘outstanding contributions to the advancement of global medical education and
academic medicine’. In 2006, Professor Harden was the winner of the Karolinska

xiii
 Institutet Prize for Research in Medical Education. The purpose of the prize is
to recognise and stimulate high-quality research in medical education in order to
promote long-term improvements of educational practices in medical training. It is

­
often considered as the Nobel Prize for medical education. In 2009, he was awarded
the ASME Richard Farrow Gold Medal, in recognition of the contributions he has
made to medical education. In 2010, he was presented with the AMEE Lifetime
ABOUT THE AUTHORS

Achievement Award for services to medical education. He received a Cura Perso-

nalis Award from Georgetown University Medical Center and honorary doctorates
from the University of Lisbon and the University of Tampere. He was recently
awarded the Gusi Peace Prize for services to medical education at a ceremony in
Manila, and the Henry Fok Medal in Macau, China. He received in 2019 the degree
of a Doctor of Laws honoris causa from the University of Dundee.

Jennifer M Laidlaw
Jennifer Laidlaw joined the University of Dundee’s Centre for Medical Education
in 1975, having previously been a media resource officer for the Royal Bank of Scot-
land and an innovator of their first distance learning programmes for bank staff.

At the University of Dundee, she initially taught on a Diploma in Medical Edu-

cation course attended by WHO fellows from the Eastern Mediterranean Region
(EMRO). For over 20 years she planned, organised, and led courses on medical
education both in Dundee and overseas.

She has acted as a medical education consultant for the World Health Organisation,
the British Council, medical schools, and colleges. She has run workshops in Ma-
laysia, the United Arab Emirates, Australia, Egypt, Kuwait, Thailand, Bangladesh,
Hungary, and Romania.

She provided the educational design for the Centre’s distance learning programmes,
which were distributed to over 50,000 healthcare professionals, including general
practitioners, surgeons, pharmacists, dentists, nurses, and physiotherapists. Her
postgraduate experience was with junior doctors, designing and teaching on induc-
tion courses.

She initiated the Twelve Tips series, which continues to be produced by the journal
Medical Teacher, and provided the educational design for the series Developing the
Teaching Instinct produced by the Education Development Unit of the Scottish
Council for Postgraduate Medical and Dental Education.

In her teaching, whether it be face-to-face or at a distance, she has applied the FAIR
­
­
principles that are highlighted in this book. The approach has certainly worked for her.
 Acknowledgements

As we have recorded in previous editions, the understanding and experiences in

medical education which we describe in this book have been gained and made
immeasurably richer through our association with former colleagues. We are also
grateful to all who have shared their experiences and views on medical education
with us at conferences, through papers we have read, and in schools we have visited.

We have learned a lot working with the excellent facilitators on our Essential Skills
in Medical Education (ESME) courses and from the participants who have shared
their thoughts with us. Medical education is an applied discipline and only by see-
ing and experiencing at first-­hand what works and what does not work have we
been able to distil what we believe to be helpful advice.

We would like to thank everyone who supported us in the preparation of this book,
including Jacob Thorn for work on the preparation of the manuscript, Jim Glenn,
whose cartoons we hope will entertain the reader, and David Irby, who has written
the Foreword. Finally, we would like to thank the team from Elsevier, including
Laurence Hunter, Carole McMurray, and Elyse O’Grady, without whose support
and assistance this book would not have been possible.

Ronald M Harden
Jennifer M Laidlaw

xv
This page intentionally left blank

     
SECTION 1
Challenges you face as a
teacher
(Teaching responsibilities)

1
This page intentionally left blank

     
What is expected of you as a teacher
at a time of change 1
What would the learner miss if you were not there as a teacher? You
have a critical role to play in the education programme.

The teacher is important

More than half a century ago in 1963, Sir Derrick Dunlop wrote in ‘The Future of
Medical Education in Scotland’,

‘It is important to remember that the actual details of the curriculum

matter little in comparison to the selection of students and teachers. If
these are good any system will work pretty well; if they are indifferent the
most perfect curriculum will fail to produce results.’

This is equally true today. If you are a teacher, a trainer, a clinical supervisor, some-
one with responsibility for a section of a course, or a dean, you can make a differ-
ence to the quality of your students’ or trainees’ learning experience. Teachers in
fact are a key ingredient in the education programme and the medical school or
postgraduate body’s greatest asset. The teacher is critical to the success or failure of
the education programme with regard to the planning and delivery of the curricu-
lum, to the methods adopted to support teaching and learning, and to the assess-
ment of the student’s progress and achievement of the specified learning outcomes.
As we discuss in Chapter 21, there are no bad lectures only bad lecturers. Acknowl-
edging the importance of the teacher, Lawrence Stenhouse (1975), an education
guru, suggested that there could be no such thing as curriculum development with-
out teacher development.

Thomas Good (2010), reviewing research on teaching, illustrated the importance

of the teachers, using the analogy of how a chicken dinner with salad, wine, and an
apple can be a completely different experience as we move from restaurant to res-
taurant or eat at different homes. While the meal can always be improved by better
wine or new ingredients, more important is how the basic ingredients are prepared
and presented. As Good outlined, the literature on effective teaching is not based on
evidence showing that the most effective teachers bring in new components or bet-
ter ingredients. Rather the literature indicates that some teachers work with basic
ingredients better than others. More important than the method of teaching is how
it is implemented in practice and the student-teacher interaction.

3
 Accrediting bodies, such as the General Medical Council in the UK, have recog-
nised that all doctors to a greater or lesser extent have teaching responsibilities,
and teaching competence is highlighted as an important learning outcome in un-
dergraduate and postgraduate programmes. A European Union High Level Group:
Train the Professors to Teach recommended,
SECTION 1

‘All staff teaching in higher education institutions in 2020 should have

received certified pedagogical training. Continuous professional education
as teachers should become a requirement for teachers in the higher
education sector.’

Your responsibilities as a teacher

Teaching is about much more than the transmission of information to the learner.
Teaching encompasses the tasks of planning, preparing, and delivering a learning
programme and assessing whether students have achieved the expected learning
outcomes. Students learn all of the time. It is a natural activity. Your job as a
teacher is to facilitate this. You need to:
  
• Know what the students you are teaching are expected to learn

• Understand how an education programme can be organised

• Be familiar with the wide range of teaching and learning approaches that can

be used including recent developments in the area
• Be able to incorporate proven education principles into your teaching in order

to help your students learn
• Make conscious, explicit, and judicious use of evidence regarding what works

and does not work in your teaching practice
• Create the right environment to facilitate student learning

• Be able to assess the learner’s achievement of the learning outcomes and to

provide feedback
  
A good travel agent, with special knowledge in an area, provides clients with information
about their destination according to their specific requirements, assists them to explore
the range of options that match their needs, arranges the necessary transport and ac-
commodation, and advises on a programme of activities at their destination. While there
are undoubted differences, as a teacher your responsibilities are in some ways similar.

An effective teacher
It is now recognised that expertise in medicine or in a content area is not necessar-
ily associated with the skills required to teach the subject to students or trainees.
While a good teacher may naturally have the skills and passion to teach others,
some required skills have to be learned. Everyone can learn how to be a teacher. In
teaching, much may be seen as common sense or obvious but experience shows
that in practice, teachers often flounder and are found wanting. Teachers can learn
from experience but this in itself is not enough. This point is illustrated when we
look at golfers who go round a golf course practicing their mistakes, but if the mis-
 Technical skills
1
Preparing and giving
lectures
Small group teaching
Teaching practical or
clinical skills

What is expected of you as a teacher at a time of change

Facilitating and
managing learning
Developing learning
resources
Assessing trainees
Evaluating the
educational programme
Using technology and
social media

Professional competence Approach to teaching

Acquiring the necessary An understanding of the

skills principles of education
Keeping up to date Appropriate attitudes,
Evaluating your own ethical understanding
competence as a teacher and legal awareness
Personal wellbeing Appropriate decision-
making skills and best
evidence-based
education
Team working skills

Fig. 1.1 The teacher’s abilities: a three-circle model

Teaching is both an art and a science. Some teachers are instinctively good teach-
ers but others are not. The reassuring fact, however, is that the art and science of
teaching can be learned. The experienced teacher can develop further their teaching
instinct and the new teacher can be helped to acquire this instinct and the neces-
sary competencies, attitudes, and professionalism.

Teaching is a complex activity that requires the teacher to have a range of abilities. What
is required of the teacher is demanding. Teaching, Brookfield (1990) suggested, is the
‘educational equivalent of white water rafting’. The teacher requires a range of technical
skills but this is not enough. Their approach to teaching should be based on an under-
standing of basic educational principles, an appropriate attitude, informed decision- ­

making strategies, and teamworking skills. The teacher is also required to have a profes-
sional approach to their teaching, keeping themselves up-to-date and evaluating their
­ ­

teaching performance. These abilities correspond to the three circles shown in Fig. 1.1.

Here lies a problem. Staff development programmes and texts on the subject fre-
quently address only the technical competencies, or alternatively focus on details

5
 relevance. The concept of professionalism and attitudes to teaching are largely ig-
nored. It is now recognised that the effective teacher requires a combination of tech-
nical competence, an appropriate approach to their teaching, and professionalism
in their work as a teacher as shown in the equation:

An effective teacher = (Technical competencies) × (Approach to teaching) × (Professionalism)

SECTION 1

The multiplication symbol has been used in the equation rather than the addition
symbol. The implication is that a demonstration of technical competence, no mat-
ter how good, on its own is not sufficient: a zero score for the approach to teaching
or for professionalism will result in a total score for the teacher of zero.

The technical competencies

The competencies expected of teachers include the ability to:
  
• Prepare and give lectures or presentations that engage the audience and make

use of appropriate technology
• Choose appropriate small group methods and facilitate a small group teaching

session
• Teach practical or clinical skills in a variety of settings, including the

workplace
• Facilitate and manage the student’s learning in a range of settings, giving

the learner support to obtain the maximum benefit from the learning
opportunities available, helping the student to assess his or her own
competence, and providing feedback to the learner as necessary
• Plan an education programme for the students or trainees that combines

appropriate learning opportunities to help them to achieve the expected
learning outcomes
• Identify, develop, and adapt learning resources for use by students in the form

of handouts, study guides, or multi-media presentations
­
• Assess the achievement of learning outcomes by the students or trainees using

appropriate technologies including written, performance-based, and portfolio
­
assessments
• Evaluate the education programme

• Make appropriate use of technology and social media
  

In how many of these skills does a teacher need to be highly proficient? Depending
on the local circumstances, the required level of mastery of the skills may vary. It
can be argued, however, that a level of understanding and basic level of proficiency
in all of the skills is necessary.

How a teacher approaches their work

An effective teacher, in addition to having the necessary technical competencies,
approaches their teaching with:
  
• An understanding of basic educational principles

 As discussed in Chapter 19, an understanding of basic educational principles helps
teachers to adapt the teaching approach to their own situation, to deal with 1
problems and difficulties encountered, and to respond to the need for change.
• Appropriate ethics and attitudes


The ethical standards expected of medical teachers in their work as a teacher or

researcher in medical education has been a focus of attention. Also impor-

What is expected of you as a teacher at a time of change

tant and a key factor in student learning is the teacher’s attitude, passion,
and enthusiasm for the subject and for their teaching. The teacher’s passion
for their teaching helps to motivate and inspire the learner.
• Strategies for decision making


Paralleling the move to evidence-based medicine, the need for the teacher to
­

make education decisions informed by the best evidence available is very

much on today’s agenda. At the same time, the good teacher has to be able
to behave intuitively and to respond appropriately to unexpected situations
as they arise in the classroom or workplace learning situation.
• Team work skills


Collaboration and team work are now a feature of education practice and is nec-
essary for the successful implementation of curriculum developments such
as integration, interprofessional education, and outcome-based education.
­

The teacher as a professional

The effective teacher is a professional.
  

• Teachers as professionals should be inquirers into their own competence,



should reflect on their own teaching practice, and should audit the quality of
their teaching
• Teachers should have the necessary abilities and have the personal


responsibility to keep themselves up-to-date with current approaches to

­ ­

teaching
• The teacher should communicate their experiences and lessons learned to


others. This contributes to a scholarship of teaching as described by Boyer

(1990)
• Some teachers will successfully innovate in their teaching practice and


contribute to the development of new courses and curriculum reform

• The teacher as a professional should take responsibility for their own wellbeing


The teacher cube

The three dimensions relating to the work of the teacher can be represented in the
form of a cube (Fig. 1.2) with each of the sides representing:
  

• The roles of the teacher



• The competencies expected of a teacher



•
   The teaching context or culture where learning takes place

The cube should help you to understand your responsibilities as a teacher.

7
 Teaching
context

Roles of the
teacher
SECTION 1

Competencies of
a teacher

Fig. 1.2 The teacher cube

Your role as a teacher

You should be aware of your role as a teacher – as an information provider, facilita-
tor, curriculum developer, assessor, role model, manager and leader, scholar, and
professional (Harden and Lilley, 2018). This represents one face of the cube. A
teacher charged with giving a series of lectures will need to be skilled in lecturing
(the teaching competence) but will also have to consider whether their role is that
of an information provider, a facilitator of the student’s learning, or a role model.
They must also consider how the lectures relate to the overall curriculum and the
learning outcomes in the early or later years of the course. A clinical supervisor or
postgraduate trainer should not only have the necessary clinical teaching skills, but
have also an understanding of their role, including that of role model. They also
need to have an appreciation of the context in which the trainees are learning, in-
cluding the availability of learning resources such as simulators. During your career
your role and the context in which you work are likely to change.

The competencies expected

In addition to expertise in a subject, the competencies presented in the three-circle
model and described in more detail in the chapters in this book are necessary.
While the context in which you work will vary, there are some common principles
and approaches, as we describe, which are universally applicable.

The context
The third side of the cube represents the context or culture in which you are teach-
ing. This may be in the community or a hospital setting, it may be with students
early in their medical studies, or with postgraduate trainees who have completed
their undergraduate programme. Education in medicine takes place in a wide vari-
ety of settings. The education context influences how the curriculum is structured,
the defined learning outcomes, the available learning opportunities and resources,
and the approach to assessment (Brett et al., 2018). Consideration needs to be given
to geographical context, including cultural values and the availability of learning
resources. Geographical variations may include different power relationships and
different expectations, different clinical contexts, different roles for students and
trainees, and different roles expected of the teacher. The teacher should not only
consider the context in which they are teaching, including its advantages and limi-
tations, but should also encourage the learner to reflect on this and how learning 1
may vary in different contexts (Brett et al., 2018).

Teaching can be satisfying

What is expected of you as a teacher at a time of change

Many medical schools and institutions now recognise good teaching with finan-
cial incentives or promotion. Good teaching, however, can bring its own rewards
and perhaps the greatest reward is knowing that as a teacher you are helping to
shape the next generation of doctors. Christa McAuliffe was to be the first teacher
in space but died tragically when her spaceship disintegrated 70 seconds after
take- off. Earlier, when asked what she did, she had replied ‘I touch the future, I
­

teach.’

Dybowski and Harendza (2014) found that a teacher’s personal motivation to teach
comprised a range of factors from intrinsic, such as the joy of teaching itself, to
more extrinsic motives, such as the perception of teaching as an occupational duty.
Teaching, however, is a personal matter and your commitment to teaching is im-
portant if you are to respond to the challenges facing medical education. The work
should be enjoyed and not endured. Whether you are working with students in the
undergraduate curriculum or with trainees in postgraduate or specialist training,
we hope the chapters that follow will help you find that teaching well is more fun
and satisfying than teaching poorly. The book has been written in the belief that
teaching is both a craft and a science and that, with a better understanding of their
work, ‘poor’ teachers can become ‘good’ teachers and ‘good’ teachers can become
‘excellent’ teachers. If you have the necessary skills, teaching is not a chore; it can
be an enjoyable experience and can be rewarding and fun.

Think about
1. The teacher is important and is key to the success of the education


programme. What would your students miss if you were not there as a teacher
or trainer?
2. What teaching skills do you already have and are there areas which you might


wish to improve upon?

3. It is important to consider and understand your role as a teacher and the


context in which you are working.

4. Does teaching give you a buzz or do you regard teaching as a chore? If it is the


latter, what can you do about it?

Dig deeper
Boyer, E.L., 1990. Scholarship Reconsidered:
Priorities of the Professoriate. John Wiley
and Sons, New York, USA.
Brett, S., Ellaway, R.H., Watling, C., et al.,
2018. The contextual curriculum:
learning in the matrix, learning from
the matrix. Acad. Med. 93 (11), 1645–
1651.
Brookfield, S., 1990. The Skillful Teacher.
Jossey-Bass, San Francisco, USA, p. 2.
­

9
 Dunlop, D., 1963. Medical education in
scotland. In: Goldberg, A. (Ed.), Future of
Medical Education in Scotland. Scottish
Medical Journal, Glasgow, Scotland.
Dybowski, C., Harendza, H., 2014. “Teaching
is like nightshifts...”: a focus group study
on the teaching motivations of clinicians.
SECTION 1
Teach. Learn. Med. 26 (4), 393–400.
Good, T.L., 2010. Forty years of research
on teaching 1968–2008: what do we
know now that we didn’t know then. In:
Marzano, R.J. (Ed.), On Excellence in
Teaching, tenth ed. Solution Tree Press,
Indiana, USA.
Harden, R.M., Lilley, P., 2018. The 8 Roles of
the Medical Teacher. Elsevier, London, UK.
Stenhouse, L., 1975. An Introduction to
Curriculum Research and Development.
Heinemann Educational Books,
Newcastle, UK.
SECTION 2
Specifying what students
should learn
(Outcome-based education)

11
This page intentionally left blank

     
Another random document with
no related content on Scribd:
And other Pieces; with an English Translation. Edited by

The Right Rev. the Bishop of GRAHAMSTOWN.

32mo., pp. 84, sewed. 2s. 6d.

A GRAMMAR AND VOCABULARY OF THE

NAMAQUA-HOTTENTOT LANGUAGE.

By HENRY TINDALL, Wesleyan Missionary.

8vo., pp. 124, sewed. 6s.

FIRST LESSONS IN THE MAORI

LANGUAGE,

With a Short Vocabulary.

By W. L. WILLIAMS, B.A.

Square 8vo., pp. 80, cloth. London, 1862. 3s. 6d.

 Colophon
Availability

This eBook is for the use of anyone anywhere at no cost and with
almost no restrictions whatsoever. You may copy it, give it away or re-
use it under the terms of the Project Gutenberg License included with
this eBook or online at www.gutenberg.org ↗️.

This eBook is produced by the Online Distributed Proofreading Team

at www.pgdp.net ↗️.

Metadata

Title: Reynard
the fox in
South
Africa
Author: Wilhelm Info
Heinrich https://viaf.org/viaf/92145857803623020415/
Immanuel
Bleek
(1827–
1875)
File 2024-04-
generation 14
date: 13:32:40
UTC
Language: English
Original 1864
publication
date:
Revision History

2024-03-24 Started.

Corrections

The following 9 corrections have been applied to the text:

Page Source Correction Edit

distance
21 orgin origin 1
27 , . 1
39, 119 [Not in source] ” 1
67, 81 [Not in source] “ 1
103 ’ ” 1
103 ” [Deleted] 1
122 “ [Deleted] 1
*** END OF THE PROJECT GUTENBERG EBOOK REYNARD THE
FOX IN SOUTH AFRICA ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright
in these works, so the Foundation (and you!) can copy and
distribute it in the United States without permission and without
paying copyright royalties. Special rules, set forth in the General
Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree to
abide by all the terms of this agreement, you must cease using
and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project
Gutenberg™ works in compliance with the terms of this
agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms
of this agreement by keeping this work in the same format with
its attached full Project Gutenberg™ License when you share it
without charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the

United States and most other parts of the world at no
cost and with almost no restrictions whatsoever. You may
copy it, give it away or re-use it under the terms of the
Project Gutenberg License included with this eBook or
online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the
country where you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of the
copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
containing a part of this work or any other work associated with
Project Gutenberg™.
 1.E.5. Do not copy, display, perform, distribute or redistribute
this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must, at
no additional cost, fee or expense to the user, provide a copy, a
means of exporting a copy, or a means of obtaining a copy upon
request, of the work in its original “Plain Vanilla ASCII” or other
form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
 about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite
these efforts, Project Gutenberg™ electronic works, and the
medium on which they may be stored, may contain “Defects,”
such as, but not limited to, incomplete, inaccurate or corrupt
data, transcription errors, a copyright or other intellectual
property infringement, a defective or damaged disk or other
medium, a computer virus, or computer codes that damage or
cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES -

Except for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU
AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE,
STRICT LIABILITY, BREACH OF WARRANTY OR BREACH
OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE
TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER
THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR
ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE
OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF
THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If

you discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person or
entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS
OR IMPLIED, INCLUDING BUT NOT LIMITED TO
WARRANTIES OF MERCHANTABILITY OR FITNESS FOR
ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you do
or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status by
the Internal Revenue Service. The Foundation’s EIN or federal
tax identification number is 64-6221541. Contributions to the
Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or
determine the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.