摘要:

This paper describes the use of innovative teaching techniques in clinical teaching. Advantages proposed include increasing teacher and learner enthusiasm, improving participation and developing techniques that are most appropriate to learning goals. Examples of different innovative techniques are provided which are grouped into the categories of experiential learning, role-playing, competition and games, stimulus materials, brainstorming and sub-grouping. Finally, practical guidelines to develop and utilize innovations are suggested. The use of innovative techniques requires time, planning, a commitment to the teaching process and a belief that the resulting learning will be both more enjoyable and productive.

ISSN:0142-159X    

DOI:10.3109/01421599309029005

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

SUMMARYA learning environment where students may negotiate with the course directors on the objectives and contents of a course, and where the teachers from pre-stated teaching and pedagogical obligations, may also negotiate with the students on what realistic demands they can meet when adjusting to individual students' needs, could be regarded as a set-up where learning by mutual commitment takes place. In order to support and to elaborate on reported experiences from using contracts as a learning device (Solomon, 1992). experiences gained on the Medical School of Witten/Herdecke, Germany, will be presented

ISSN:0142-159X    

DOI:10.3109/01421599309029006

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The purpose of this paper is to raise awareness of peer learning as a process that is potentially beneficial to clinical education. Peer learning is a well documented learning strategy in paediatric educational literature. Many allied health clinical education programs purport to utilize it as a learning technique. Do we really know what peer learning is, how to promote it and why it is beneficial to facilitate it? This paper addresses these questions by considering terminology and definitions of peer learning and briefly outlining theoretical justification for its use in clinical education. Literature regarding the application of peer learning in clinical education is reviewed and the reported and purported benefits of peer learning are discussed.

ISSN:0142-159X    

DOI:10.3109/01421599309029007

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

One form of experiential learning is the case study. It may have many formats: the structured bedside case; patient management problems; extended case studies; clinico-pathological conferences; computerized or video-disc case studies; and classroom electronic display of student responses. There are few randomized controlled trials comparing teaching by the case method with lectures, and none of the educational trials have adequate power. Researchers need to include biostatisticians and psychometricians in their research teams if the case method of teaching in medicine is to be adequately tested.

ISSN:0142-159X    

DOI:10.3109/01421599309029008

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Two studies relating to the inclusion of psycho-social issues in the training of obstetricians are reported here. The first reports on the extent to which currently practising obstetricians have received training in these aspects. The second explored the value of an innovative teaching approach combining psychological and obstetric training for medical students in the labour ward. A postal survey with responses from 220 obstetricians and paediatricians revealed that little information on psychological aspects of obstetric practice had been included in their undergraduate or postgraduate training or obtained from voluntary continuing education programmes. Experience was the primary source of training in these subjects. The second study explored the impact of joint psychological and obstetric teaching ward rounds for medical students. Students attending these integrated sessions reported being better prepared for the psycho-social aspects of obstetrics and showed a greater awareness of cross-cultural differences in needs of women during birth.

ISSN:0142-159X    

DOI:10.3109/01421599309029009

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

This paper traces the 7-year evolution of a required clerkship in Family Practice from the time of initial grant application to the current academic year. Results of experience in areas of student placement, preceptor recruitment, curriculum development, test construction, grading schema and course evaluation are described. Emphasis on streamlining administrative systems to decrease paperwork of course director is a major focus. Changing needs of department, medical school and student are reflected in the adaptations of the clerkship to these needs.

ISSN:0142-159X    

DOI:10.3109/01421599309029010

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Clinical bedside teaching&mas a major part of undergraduate medical education but clinicians rarely have training in teaching or access to educational experts. Outlined is a programme used by a clinician to run a workshop for colleagues and students using collaborative learning. The workshop begins with a reflection on current teaching practice. Having determined priorities in bedside teaching a session is replanned to take account of these. A tutor-ked session ow dialogue skills is followed by further sessions on planning the teaching of a whole firm. Problems related to assessment are briefly considered to conclude the workshop. Despite limitation such workshops can successfully circumvent the scarcity of educationalists in the clinical setting. The workshop material is offered to other clinicians wishing to run similar workshops for colleagues.

ISSN:0142-159X    

DOI:10.3109/01421599309029011

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

This is a descriptive report of a course unit designed to introduce concepts of medical problem-solving during the first month of an undergraduate MD curriculum. The unit is also used to provide an introduction to the dynamics of cooperative small group learning. The value of the unit was endorsed by the subjective opinions of faculty tutors and students, who recognized the relevance of the unit to the clinical practice of doctors. An end-of-course examination demonstrated that some novice medical problem-solvers have difficulty with recursive hypothesis testing and rend to use linear strategies. This type of learning experience has the potential to identify students who may have subsequent difficulty in clinical reasoning tasks in the curriculum. Medical problem-solving itself is the primary focus of problem-based learning in the unit. Experience with this unit suggests that concepts of medical problem-solving can be introduced into the curriculum at a very early stage, without a prerequisite for substantial knowledge of medical sciences.

ISSN:0142-159X    

DOI:10.3109/01421599309029012

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

An anatomy course is presented which stresses the teaching of applied anatomy using lectures, laboratory workshops and problem-solving tutorials. Laboratory workshops include the use of prosected specimens and body imaging such as CT scan and ultrasound, but do not include dissection. The problem-solving tutorials make extensive use of clinical cases and the application of anatomical knowledge. The course is taught by anatomists and practising physicians, and needs only 98 hours of curriculum time. The performance of the students and the positive attitudes of both students and faculty are enhanced by the design of the course.

ISSN:0142-159X    

DOI:10.3109/01421599309029013

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

SUMMARYThis paper outlines Family Medicine Programme Victoria's experience with trainees undertaking mini research projects during a 13-week GP term. With support from an FMP Research Group member and their GP Supervisor, trainees are encouraged to identity a research question, implement a small scale research project and report their findings. The mini research programme aims to provide trainees with a positive personal experience of research in general practice towards encouraging trainees to develop a questioning attitude and to recognize research as an integral part of general practice. The nature and complexity of studies undertaken by trainees has varied considerably and most have been reported in the FMP Victoria newsletter. Evaluation of the programme suggests that it is a worthwhile means of providing trainees with an initial introduction to general practice research.

ISSN:0142-159X    

DOI:10.3109/01421599309029014

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor