By Peter Cantillon, Diana Wood
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 environment. beneficial articles on concept with a better emphasis on 'how to do it'.
Authors contain the most authoritative scientific educationalists on this planet; therefore readers gets the advantage of writers who've nice instructing event sponsored up through large academic examine.
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Extra info for ABC of Learning and Teaching in Medicine
Assessment of clinical skills has formed a key part of medical education for hundreds of years. However, the basic requirements for reliability and validity have not always been achieved in traditional “long case” and “short case” assessments. Skill based assessments have to contend with case specificity, which is the variance in performance that occurs over different cases or problems. In other words, case specificity means that performance with one patient related problem does not reliably predict performance with subsequent problems.
Their reliability has been shown to be good. Scoring of the answers is easy and could be done with a computer. The format of extended matching questions is still relatively unknown, so teachers need training and practice before they can write these questions. There is a risk of an under-representation of certain themes simply because they do not fit the format. Extended matching questions are best used when large numbers of similar sorts of decisions (for example, relating to diagnosis or ordering of laboratory tests) need testing for different situations.
The experiential learning cycle, which can be entered at any stage, provides a useful framework for planning teaching sessions. ” Such questions prepare students for the next encounter and enable evaluation of the session Questions Questions may fulfil many purposes, such as to clarify understanding, to promote curiosity, and to emphasise key points. They can be classified as “closed,” “open,” and “clarifying” (or “probing”) questions. Closed questions invoke relatively low order thinking, often simple recall.
ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood
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