Group items tagged

Simply put, writing effective questions is easier than it might seem. You will more often than not observe gains from the very act of engaging your student in the mind tasks of metacognition and retrieval practice and then peer discussion. The questions will of course improve once you get feed back from students and make tweaks.

"The duty of the teacher in this model is not to judge and rate but, rather, to read and tell what is seen. Our teachers, having been trained in the acts of close reading, are equipped not with rating rubrics but, rather, with a reading guide that prompts the reader to attend to several narrative features of a text. The reader/coach can thereby first see and then show the writer what is contained in the written text, at least from that reader's vantage point, helping along the process not only of the writing but also of the reflection the writing birthed. Multiple readers swell and complicate the lessons learned. As a dividend, we have observed, the group of readers/writers form strong, trusting, collaborative teams. And so our training for reflection also fulfills other difficult missions of medical education in teamwork, peer learning, trust, and care."

Fifty-five word stories are brief pieces of creative writing that use elements of poetry, prose, or both to encapsulate key experiences in health care. These stories have appeared in Family Medicine1 and JAMA2 and have been used to teach family medicine faculty development fellows.3 Writers and readers of 55-word stories gain insight into key moments of the healing arts; the brevity of the pieces adds to both the writing and reading impact. Fifty-five word stories may be used with trainees to stimulate personal reflection on key training experiences or may be used by individual practitioners as a tool for professional growth.

Guide to writing cases

" a post on how you can construct a disclaimer for your medical blog or podcast. This can be an important part of your site and can provide some limited protection against legal issues. "

"Specialty-dependent differences exist in consult preferences of physicians. These differences vary from the extremes of orthopedic surgeons desiring a comprehensive co-management approach with the consultant to general internists and family medicine physicians desiring to retain control over order writing and have a more focused consultant approach."

The reflective writing of the group collectively demonstrated engagement with themes commensurate with deeper levels of learning: the feelings, assumptions, beliefs and values of clinical practice

in science writing

Recommendations issued in current ACC/AHA clinical practice guidelines are largely developed from lower levels of evidence or expert opinion. The proportion of recommendations for which there is no conclusive evidence is also growing. These findings highlight the need to improve the process of writing guidelines and to expand the evidence base from which clinical practice guidelines are derived.

"Our study suggests there is no significant difference in themes addressed or levels of reflection achieved when students complete a similar assignment via online blogging or traditional essay writing. Given this, faculty staff should feel comfortable in utilising the blog format for reflective exercises. Faculty members could consider the option of using either format to address different learning styles of students."

"I encourage you to try this powerful but simple assignment as it has both an intellectual benefit for student learning and a practical benefit to the instructor. At the very least, it means never having to say I hope you are ready to discuss the reading for today. "

"Don't overlook the value of higher-level multiple-choice questions for teaching. In areas where the target audience has some degree of prior knowledge, or where their life experience is relevant, I often make online courses denser by using multiple-choice exercises instead of the more traditional present-and-test format. This technique is also useful when there is room for judgment, or the preferred choice is conditional and you want the student to understand how different circumstances can affect the preferred action."

"As we develop written materials for the general public, we need to think about vocabulary and sentence structure, organization of ideas, as well as layout and design elements so that we can eliminate as many unnecessary barriers as possible."

"The focus of this Toolkit is on creating written material intended for use by people eligible for or enrolled in Medicare, Medicaid, or the Children's Health Insurance Program -- and by people who serve or assist them, such as family members and friends, outreach workers, agency staff, community organizations, and care providers. While the guidelines and advice we offer are geared to the needs of CMS audiences, most of them reflect general principles for effective communication of information that can be applied to any audience."

amusing.