By Diana Wood Linda Hutchinson
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Extra resources for ABC of Learning and Teaching Medicine
Efficiency* Active learning Mutual feedback Modelling behaviour in real life setting x x x x It tackles current learning needs It promotes autonomy and self directed learning It links prior knowledge with new clinical experiences It enables opportunistic teaching 22 Seminar PBL group Clinical tutorial High Low (usually) Low Medium Variable Low High Medium High Low Medium to high Medium to high Low Low Medium High One to one clinical attachment Very low Very high Very high Very high PBL = problem based learning.
You could also mix the best of the students’ questions with some of your own. Horseshoe groups This method allows you to alternate between the lecture and discussion formats, a common practice in workshops. Groups are arranged around tables, with each group in a horseshoe formation with the open end facing the front. You can thus talk formally from the board for a time before switching to presenting a group task. Subsequent reporting from each group can induce boredom. To avoid this danger, the tutor can circulate written reports for comment; get groups to interview each other publicly or get one member of each group to circulate; ask groups to produce and display posters; ask the reporters from each group to form an inner group in a fishbowl formation; or use the crossover method to move students around.
If these have been spelled out on day 1, you won’t be caught out later. Make sure that the learner knows how much time you will be able to spend in observing, teaching, and giving feedback and what you expect in return. Find out and remember the learner’s name—a simple but important courtesy Ask helpful questions Open ended questions are generally better than closed questions at the beginning of the exchange. A small number of closed questions later in the conversation help you to “diagnose” just how much the learner knows and understands.
ABC of Learning and Teaching Medicine by Diana Wood Linda Hutchinson