By Peter Cantillon, Diana Wood

The ABC of studying and Teaching in Medicine is an absolutely revised, succinct source for either amateur and skilled scientific lecturers. it's an outstanding introductory textual content for medical professionals and different healthiness execs beginning out of their careers in addition to supplying instructing suggestions and new views for busy practitioners wishing to maintain abreast of advancements in clinical education.
The ABC emphasises the teacher’s function as a facilitator of studying instead of a transmitter of information. it's designed to be useful and available and should aid solid academics in changing into even higher at what they do. each one bankruptcy seeks to give an explanation for how various elements of studying and evaluation paintings (the idea) in addition to delivering descriptions of academic ways that paintings (the practice).
This totally up-to-date new version positive aspects center clinical schooling issues comparable to direction layout, review, studying in teams, suggestions, and the production of studying fabrics. It additionally includes invaluable new chapters that deal with a few of the demanding situations of scientific schooling corresponding to facing scholars in hassle, the educating of professionalism in scientific settings, and the way to aid the improvement of lecturers. jointly, those chapters signify an authoritative consultant written through a staff of academic specialists of foreign renown and is appropriate for all surgeon educators.

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Extra resources for ABC of Learning and Teaching in Medicine (ABC Series)

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Several theories are relevant (see first article in the series, 25 January). All start with the premise that learning is an active process (and, by inference, that the teacher’s role is to act as facilitator). Cognitive theories argue that learning involves processing information through interplay between existing knowledge and new knowledge. An important influencing factor is what the learner knows already. The quality of the resulting new knowledge depends not only on “activating” this prior knowledge but also on the degree of elaboration that takes place.

Again, this becomes more of an issue as candidates’ level of training and clinical experience increases. Limitations of OSCEs x Stations often require trainees to perform isolated aspects of the clinical encounter, which “deconstructs” the doctor-patient encounter x OSCEs rely on task specific checklists, which tend to emphasise thoroughness. But with increasing experience, thoroughness becomes less relevant x The limitations on what can be simulated constrain the type of patient problems that can be used None of these limitations is prohibitive, but they should be considered when selecting an OSCE as an assessment tool and when making inferences from OSCE scores Other approaches to skill based assessment Traditional approaches The oral examination (also known as the “viva”) and the “long case” have long been used for assessing clinical competence.

X Always obtain consent from patients before the students arrive x Ensure that students respect the confidentiality of all information relating to the patient, verbal or written x Brief the patient before the session—purpose of the teaching session, level of students’ experience, how the patient is expected to participate x If appropriate, involve the patient in the teaching as much as possible x Ask the patient for feedback—about communication and clinical skills, attitudes, and bedside manner x Debrief the patient after the session—they may have questions, or sensitive issues may have been raised Suggested reading x Cox K.

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ABC of Learning and Teaching in Medicine (ABC Series) by Peter Cantillon, Diana Wood
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