Download ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood PDF

By Peter Cantillon, Diana Wood

A realistic advisor to educating in drugs aimed toward medical professionals who at some point soon of their occupation need to train, even if in a school room or in a medical surroundings. beneficial articles on idea with a better emphasis on 'how to do it'.

Authors comprise one of the most authoritative clinical educationalists on this planet; therefore readers gets the good thing about writers who've nice educating adventure subsidized up through broad academic study.

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There may be as few as eight stations or more than 20. Scoring is done with a task specific checklist or a combination of checklist and rating scale. The scoring of the students or trainees may be done by observers (for example, faculty members) or patients and standardised patients. Patient-doctor interaction for assessing clinical performance Is this a practice opportunity or an end-of-course asessment? Design The design of an OSCE is usually the result of a compromise between the assessment objectives and logistical constraints; however, the content should always be linked to the curriculum, as this link is essential for validity.

Secondly, when a student answers a “false” question correctly, we can conclude only that the student knew the statement was false, not that he or she knew the correct fact. “Single, best option” multiple choice questions Multiple choice questions are well known, and there is extensive experience worldwide in constructing them. Their main advantage is the high reliability per hour oftesting—mainly Choosing the most appropriate type of written examination for a certain purpose is often difficult.

Seating arrangements for teaching in clinic or surgery Working effectively and ethically with patients x Think carefully about which parts of the teaching session require direct patient contact—is it necessary to have a discussion at the bedside? x Always obtain consent from patients before the students arrive x Ensure that students respect the confidentiality of all information relating to the patient, verbal or written x Brief the patient before the session—purpose of the teaching session, level of students’ experience, how the patient is expected to participate x If appropriate, involve the patient in the teaching as much as possible x Ask the patient for feedback—about communication and clinical skills, attitudes, and bedside manner x Debrief the patient after the session—they may have questions, or sensitive issues may have been raised Suggested reading x Cox K.

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