The Controversy Around Risky medical lecture-Techniques - 0 views

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  #1 Leonard Lott on 28 May 12

   

  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
  

   

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

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