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A Handbook for Clinical Teachers
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A Handbook for Clinical Teachers

A Handbook for Clinical Teachers

D. I. / Cannon Newble

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148 pages, parution le 02/04/2012
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Résumé

Medical students are to a large extent taught by people who have undertaken little or no formal study in the field of education. Although formal study of any subject is no guarantee of satisfactory on-the-job performance, teaching practice itself without a knowledge of the fundamental princi- ples of education is likely to bring distortions into the teaching situation. Our own experience leads us to believe that many teachers are concerned at this lack of expertise. This concern is manifest by their willing participation in activities which provide them with practical assistance in improving their educational skills. Unfortunately, few books have been written to aid the average clinical teacher wishing to gain a perspective on basic educational principles or seeking suggestions on how these might be applied to teaching. A previous publication by the Advisory Centre for University Education (ACUE) at the University of Adelaide, entitled University Teaching, has proved to be very popular, both locally and overseas, and has clearly met the needs of organi- zers and participants in teacher training programmes in tertiary institutions. The success of this publication, and our experience with a variety of educational activities organized for staff of medical and dental schools and postgraduate organizations, led us to believe that a pragmatic educational guide for medical teachers would be of value to all such teachers and particularly to those asked to undertake an educational task for the first time.One: Giving a Lecture.- Student learning.- The purpose of the lecture.- The context of the lecture.- What do the students require of the lecturer?.- Preparing the lecture.- Presenting the lecture.- What additional techniques are available?.- Variations in manner and style.- Active participation.- Use of audiovisual aids.- Handouts.- Student note taking.- Evaluating the lecture.- Guided reading.- Two: Making a Presentation at a Scientific Meeting.- Presenting a paper.- Preparing the paper.- The collection and selection of data.- The arrangement.- Polishing, writing it out and rehearsal.- Preparing the abstract and your contribution to the.- proceedings of the conference.- What you should do on the day.- Preparing a conference poster.- Guided reading.- Three: Teaching in Small Groups.- The importance of small groups.- What is small group teaching?.- Managing a small group.- Structure in small group teaching.- Dealing with difficulties.- Introducing stimulus materials.- Alternative small group discussion techniques.- One-to-one discussion.- Buzz groups.- Brainstorming.- Plenary session.- Evaluation discussion.- Evaluating small group teaching.- Informal.- Formal.- Guided reading.- Four: Teaching Practical and Clinical Skills.- The attributes of an effective clinical teacher.- Improving ward-based teaching.- Improving the clinical tutorial.- Alternatives to traditional ward teaching.- Techniques for teaching particular practical and clinical skills.- The clinical interview.- The physical examination.- The use of instruments and basic equipment.- Guided reading.- Five: Planning a Course.- Who should be responsible for course design?.- Objectives and course design.- Writing objectives.- Knowledge objectives.- Skill objectives.- Attitudinal objectives.- Relating objectives to teaching and learning activities.- Relating objectives to assessment methods.- Sequencing and organizing the course.- Other course design considerations.- Evaluating the course.- Guided reading.- Six: Assessing the Students.- The purpose of the assessment.- Summative assessment.- Formative assessment.- What you should know about educational measurement.- Validity.- Reliability.- Norm-referenced versus criterion-referenced.- assessment.- Assessment methods.- 1. Essay.- 2. Short-answer.- 3. Structured (Written).- Patient management problem.- Modified essay question.- 4. Objective tests.- True-false questions.- Multiple-choice questions.- Context-dependent questions.- Putting together an objective test.- Scoring an objective test.- The item analysis.- 5. Direct observation.- Checklists.- Rating forms.- Improving the performance of the observer.- 6. Oral.- 7. Structured (Clinical/Practical).- Guided reading.- Seven: Preparing Teaching Materials and Using Teaching AIDS.- Basic principles of teaching material preparation.- Types of teaching material and aids.- 1. The overhead projector.- Transparency preparation.- Setting up and using the overhead projector.- 2. The blackboard.- Preparation.- The whiteboard.- 3. The 35mm slide projector.- Slide preparation.- Setting up and using the slide projector.- 4. Video and film.- Making educational videocassettes.- 5. Tape-slide presentations.- 6. Printed materials.- New technologies.- Guided reading.- Appendix: Where to Find Out More about Medical Education.- Books.- Journals.- Other resources.- Training opportunities.- Overseas travel.- Organizations. David Newble is Professor and Head of the Department of Medical Education at the University of Sheffield, UK, and was previously Associate Professor of Medicine at the University of Adelaide, South Australia. Robert Cannon is Associate Professor and Director of the Advisory Centre for University Education at the University of Adelaide.

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  PAPIER
Éditeur(s) Springer
Auteur(s) D. I. / Cannon Newble
Parution 02/04/2012
Nb. de pages 148
EAN13 9789401159296

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