ABC of Learning and Teaching in Medicine (ABC Series) - 2nd by Peter Cantillon, Diana Wood

By Peter Cantillon, Diana Wood

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28 ABC of Learning and Teaching in Medicine Further reading Day K, Grant R, Hounsell D. Reviewing Your Teaching. TLA Centre University of Edinburgh, 1998. Exley K, Dennick R. Small Group Teaching – Tutorials, Seminars and Beyond. Abingdon: Routledge, 2004. Habeshaw S & T, Gibbs G. 53 Interesting Ways to Run Seminars and Tutorials 1996; TES, 2000. uk Tiberius R. Small Group Teaching – a Trouble-shooting Guide. London: Kogan Page, 1999. References Brookfield S, Preskill S.

Planning The importance of planning cannot be overstated; indeed, preparation is recognised by students as evidence of a good clinical teacher. Far from compromising spontaneity, planning provides structure and context for both teachers and learners, as well as a framework for reflection and evaluation. 1). How learners learn Understanding something about learning will help clinical teachers be more effective. Several theories are relevant (see Chapter 1). All start with the premise that learning is an active process (and by inference that the teacher’s role is to act as facilitator rather than font of all knowledge).

Aims and purpose Ensure that students understand the aims of the session(s)? And how these relate to other parts of their course? And what they can expect to achieve from the session(s)? 3. Ground rules Make sure the students know what is expected of them by way of preparation? That they understand when it is appropriate to contribute, to raise a question or to challenge points made by others? Select tasks appropriate to the aims of the session? g. the chance to draw on their own resources and experiences, but also share with and learn from others)?

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