By Peter Cantillon, Diana Wood
A pragmatic advisor to educating in medication geared toward medical professionals who at some point soon of their profession need to educate, no matter if in a school room or in a medical surroundings. useful articles on thought with a better emphasis on 'how to do it'.
Authors comprise the most authoritative scientific educationalists on the planet; therefore readers gets the good thing about writers who've nice instructing event sponsored up through wide academic study.
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Extra resources for ABC of Learning and Teaching in Medicine
How will you gauge how effectively you have met the learner’s needs? x How would you like this learner to describe the experience to a peer? One to one teaching and feedback Provide an orientation Most of us recall clinical teachers whose social skills amounted to a brief glance and a grunt. Times have changed, or should have. Find out and remember the learner’s name—a simple but important courtesy. Outline the special opportunities and benefits that the attachment can provide. Ask the learner to prepare a learning plan and then compare the learner’s plan to your own expectations.
Example of a key feature question Case You are a general practitioner. Yesterday you made a house call on Mr Downing. From your history taking and physical examination you diagnosed nephrolithiasis. You gave an intramuscular injection of 100 mg diclofenac, and you left him some diclofenac suppositories. You advised him to take one when in pain but not more than two a day. Today he rings you at 9 am. 9°C). Which of the following is the best next step? (a) Ask him to wait another day to see how the disease progresses (b) Prescribe broad spectrum antibiotics (c) Refer him to hospital for an intravenous pyelogram (d) Refer him urgently to a urologist Extended matching questions The key elements of extended matching questions are a list of options, a “lead-in” question, and some case descriptions or vignettes.
Exploiting teaching opportunities Most clinical teaching takes place in the context of busy practice, with time at a premium. Many studies have shown that a disproportionate amount of time in teaching sessions may be spent on regurgitation of facts, with relatively little on checking, probing, and developing understanding. Models for using time more effectively and efficiently and integrating teaching into day to day routines have been described. One such, the “one-minute preceptor,” comprises a series of steps, each of which involves an easily performed task, which when combined form an integrated teaching strategy.
ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood