ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood

By Peter Cantillon, Diana Wood

A realistic advisor to educating in drugs aimed toward medical professionals who at some point soon of their profession need to train, even if in a school room or in a scientific surroundings. necessary articles on idea with a better emphasis on 'how to do it'.

Authors contain probably the most authoritative scientific educationalists on the planet; hence readers gets the good thing about writers who've nice educating adventure sponsored up through large academic examine.

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By Peter Cantillon, Diana Wood

A realistic advisor to educating in drugs aimed toward medical professionals who at some point soon of their profession need to train, even if in a school room or in a scientific surroundings. necessary articles on idea with a better emphasis on 'how to do it'.

Authors contain probably the most authoritative scientific educationalists on the planet; hence readers gets the good thing about writers who've nice educating adventure sponsored up through large academic examine.

Show description

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Additional info for ABC of Learning and Teaching in Medicine

Sample text

Dr Sylvius knew how to do it, and Cicero understood its rejuvenating qualities. “Cultivate the society of the young, remain interested and never stop learning” (Cicero) Points to remember Do x Welcome x Set shared achievable goals x Put yourself in the learner’s shoes x Ask interesting questions x Monitor progress and give feedback x Encourage Don’t x Appear unprepared x Be vague about your expectations x Confine the learner to passive roles x Be “nit-picking” x Leave feedback to the final assessment x Humiliate Further reading x Parsell G, Bligh J.

How does it relate to previous experience? ). ). 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.

In: Hart IR, Harden R, eds. Further developments in assessing clinical competence; proceedings of the second Ottawa conference. Montreal: Can-Heal Publications, 1987:59-75. x Swanson DB, Norcini JJ, Grosso LJ. Assessment of clinical competence: written and computer-based simulations. Assessment and Evaluation in Higher Education 1987;12:220-46. x Ward WC. A comparison of free-response and multiple-choice forms of verbal aptitude tests. Applied Psychological Measurement 1982;6(1):1-11. x Schuwirth LWT.

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