Teaching and assessment in the consultation. A workshop for general practice clinical teachers
作者:
PrestonM. Elan,
FraserRobin C.,
McKinleyRobert K.,
期刊:
Medical Teacher
(Taylor Available online 1993)
卷期:
Volume 15,
issue 2-3
页码: 141-146
ISSN:0142-159X
年代: 1993
DOI:10.3109/01421599309006707
出版商: Taylor&Francis
数据来源: Taylor
摘要:
A faculty development programme for general practice clinical teachers offered a skills development workshop which specifically addressed the skills needed when teaching and assessing students consulting with patients. The course was sequential, that is, a group moved on to a new skill only when its members could demonstrate mastery of a lower-order skill. Participants practised skills and received feedback on their performance from peers and learners (students and trainees). Participants comments about the course were highly favourable and the majority foresaw a general improvement in their own personal consultation skills as a result. They recognized that the use of a valid and reliable set of criteria (the Leicester Assessment Package) was essential in order to make correct judgements about consultation performance before instituting remedial teaching.
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