By Peter Cantillon, Diana Wood
A realistic consultant to educating in medication geared toward medical professionals who sooner or later of their occupation need to educate, no matter if in a school room or in a medical surroundings. valuable articles on idea with a better emphasis on 'how to do it'.
Authors comprise one of the most authoritative scientific educationalists on this planet; hence readers gets the good thing about writers who've nice educating event sponsored up by means of broad academic study.
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Additional resources for ABC of Learning and Teaching in Medicine
Here, the student leads the consultation, or part of it. His or her findings can be checked with the patient, and discussion and feedback can take place during or after the encounter. Students, although daunted, find this rewarding. A third model is when a student sees a patient alone in a separate room, and is then joined by the tutor. The student then presents their findings, and discussion follows. A limitation is that the teacher does not see the student in action. It also inevitably slows the clinic down, although not as much as might be expected.
He understood, for example, the need for active learning in an authentic clinical setting. Dr Sylvius also understood another important feature of one to one teaching—close behavioural observation (of each other, teacher and learner). No other setting provides the same opportunity for this. ” He cared about his role as a teacher. In the closely observed one to one relationship your unguarded statements, your reactions under pressure, and your opinions about other people and the world at large are all magnified.
Several theories are relevant (see first article in the series, 25 January). All start with the premise that learning is an active process (and, by inference, that the teacher’s role is to act as facilitator). Cognitive theories argue that learning involves processing information through interplay between existing knowledge and new knowledge. An important influencing factor is what the learner knows already. The quality of the resulting new knowledge depends not only on “activating” this prior knowledge but also on the degree of elaboration that takes place.
ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood