By Peter Cantillon, Diana Wood
A realistic advisor to educating in drugs geared toward medical professionals who at some point soon of their profession need to train, no matter if in a school room or in a medical environment. beneficial articles on conception with a better emphasis on 'how to do it'.
Authors contain the most authoritative scientific educationalists on the planet; hence readers gets the advantage of writers who've nice instructing adventure subsidized up by way of huge academic examine.
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Extra resources for ABC of Learning and Teaching in Medicine
Alternative formats Alternative formats tackle the problems associated with traditional orals and long cases by (a) having examiners observe the candidate’s complete interaction with the patient, (b) training examiners to a structured assessment process, and/or (c) increasing the number of patient problems. For a short case assessment, for example, one or two examiners may direct a trainee through a series of five or six encounters with real patients. They observe, ask questions, and make a judgment based on the candidate’s performance with all the patients.
The experiential learning cycle, which can be entered at any stage, provides a useful framework for planning teaching sessions. ” Such questions prepare students for the next encounter and enable evaluation of the session Questions Questions may fulfil many purposes, such as to clarify understanding, to promote curiosity, and to emphasise key points. They can be classified as “closed,” “open,” and “clarifying” (or “probing”) questions. Closed questions invoke relatively low order thinking, often simple recall.
As well as being potentially disrespectful, this is a wasted opportunity. Not only can patients tell their stories and show physical signs, but they can also give deeper and broader insights into their problems. Finally, they can give feedback to both learners and teacher. Through their interactions with patients, clinical teachers—knowingly or unknowingly—have a powerful influence on learners as role models. Drs Gabrielle Greveson and Gail Young gave helpful feedback on early drafts. Seating arrangements for teaching in clinic or surgery Working effectively and ethically with patients x Think carefully about which parts of the teaching session require direct patient contact—is it necessary to have a discussion at the bedside?
ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood