By Peter Cantillon, Diana Wood
A pragmatic advisor to educating in medication aimed toward medical professionals who sooner or later of their profession need to educate, no matter if in a lecture room or in a medical surroundings. invaluable articles on conception with a better emphasis on 'how to do it'.
Authors contain probably the most authoritative clinical educationalists on the earth; therefore readers gets the good thing about writers who've nice educating event subsidized up through wide academic study.
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A realistic consultant to educating in drugs geared toward medical professionals who at some point soon of their profession need to educate, even if in a lecture room or in a scientific atmosphere. important articles on conception with a better emphasis on 'how to do it'. Authors contain one of the most authoritative scientific educationalists on the earth; therefore readers gets the good thing about writers who've nice instructing adventure sponsored up by way of large academic study.
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Additional info for ABC of Learning and Teaching in Medicine
Secondly, patients with the same condition will vary in complexity depending on the severity of their illness, the existence of comorbid conditions, and their ability to comply with the doctor’s recommendations.
You might ask the learner, for example, to explain to you (as if you were the patient) the mechanisms behind a condition such as asthma or hypertension. This simulates clinical interface with a patient—testing recall, understanding, and communications skills all at once. Give feedback Learners value feedback highly, and valid feedback is based on observation. Deal with observable behaviours and be practical, timely, and concrete. The one to one relationship enables you to give feedback with sensitivity and in private.
Tutors could also consider experimenting with furniture to see if other group structures work. The physical configuration is a strong determinant of social (and hence learning) processes, as is the sequence of activities Conclusion This article has emphasised the choices available to you in working with groups. Some of these involve more skilled and sensitive handling of group process from within the group; others require imaginative management in the setting of tasks and the organising of purposeful activities for subgroups.
ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood