Download ABC of Learning and Teaching in Medicine (ABC Series) - 2nd by Peter Cantillon, Diana Wood PDF

By Peter Cantillon, Diana Wood

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Additional resources for ABC of Learning and Teaching in Medicine (ABC Series) - 2nd edition

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Students are issued with a problem to solve, a diagram to complete or an MCQ that they must complete in 5 minutes. The remaining time can be devoted to presenting solutions, discussing alternatives and fielding questions. Teachers should 'One-minute' paper worksheet Name: Date: Lecture title: Directions: Take a moment to think about the lecture you have just attended, and then answer the following questions. 1. What was the most important thing you learned in today’s lecture? 2. What question remains uppermost in your mind at the end of today’s lecture?

Practically speaking, busy clinical wards and offices combined with demanding professional workloads can pose barriers to providing learner feedback. Even with the best of intentions, it often seems difficult to find a quiet time and space to provide feedback to a learner. For these reasons, we tend to provide constructive feedback rarely. Instead, we may not provide any feedback or provide generalities like ‘you’re doing fine’ or ‘no need to worry’ which give the learner little information for improvement.

4). 4 Real example In response to GMC recommendations, a new 10-week ‘Preparationfor-Practice’ course is introduced for final year medical students after their final examinations. The course is designed to improve the confidence of students before starting their first clinical post. Two weeks at the start and two weeks at the end are lectures and workshops on campus and in the middle six weeks students are placed in the hospitals where they will undertake their first clinical post. Goals of the evaluation – to determine what has worked well in the course and what has not worked so well and whether the students’ confidence has improved, so that the course can be adapted if necessary for next year.

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