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Leonard Lott

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medical lecture lectures students doctors assistant program

started by Leonard Lott on 28 May 12
  • Leonard Lott
     
    learners on a usual basis, and keeping a journal can perform
    vehicles for reflective practice.
    Converting theory into process
    Each of the instructional theories presented here can guide our
    teaching practices. Some theories will be more helpful than
    others in particular contexts. However, several ideas also
    emerge from these kind of theories, and these can supply helpful
    guidance for healthcare educators.
    Three cases studies
    The boxes (correct) describe three “real world” condition studies
    representing situations experienced in medical education
    settings. The educational theories referred to above, and the
    principles which emerge from their site, can guide us within solving the
    problems presented in these three instances.
    Case 1 solution
    You may present an interactive medical lecture lecture relating to the autonomic
    nervous system. You may distribute a notetaking help. This
    would contain key points, space for written paperwork, and two key
    several choice or “short answer” questions requiring higher
    level considering (principle 1, discover box above). You could stop twice
    during the lecture and ask the students to examine their response
    to each question with their neighbours (principles 1, 3, together with 5). A
    show of hands would probably determine the class responses to the
    question (checking for understanding) also, you could then give
    the correct answer (principle 5). Lastly, you could assign some sort of
    learning issue for the students to analyze in their own period
    (principle 4).
    Condition 2 solution
    You could assign that students to small groups of 4-6, and
    ask each party to submit two condition studies describing clinical
    ethics issues in their local hospitals (principles 1 and 2). This
    ethics theory and approach needed to analyse these cases may well
    be prepared by experts and presented for a website in advance
    of the sessions (principles 4, 5). The initially the six blocks of two
    hours could be useful to discuss the material on the website and
    clarify any distress (principle 5). You may then
    show the students ways to work though a case, with participation
    by that class (principle 7). The other five blocks could in that case be
    used for each smallish group to work through most of the cases
    prepared earlier, pursued by a debriefing session with the
    whole class (principles 5 and 6).
    Case 3 solution
    You could first invite the registrar to observe you with patients,
    and do a quick debrief afre the wedding of the day (ideas 2, 6, and
    7). Using help from you, she could then develop her own
    learning goals, based over the certification requirements and
    perceived instances weakness (principles 1, 3, together with 4). These goals
    would provide the framework for assessing the registrar’s
    performance with patients (principles 5, 6). You may observe
    and provide responses (principle 5). Lastly, the registrar could
    will see patients alone and keep a journal (written or
    electronic) that she records the results of “reflection on
    practice” (principle 6). She could also record in her newspaper the
    personal learning issues arising from her patients, could
    run self directed learning with these, and could report
    Seven principles to help teaching practice
    1 The learner ought to be an active contributor on the educationa
    process
    2 Learning should closely relate to understanding and solving 3rd there’s r

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