Undergraduate and postgraduate students often receive feedback that leaves them feeling bruised, demoralised and lacking in self-worth. It is not surprising then, that medical teachers brought up in this environment, avoid giving feedback – especially if it is ‘corrective’
In this chapter, various strategies for improving reasoning related to knowledge acquisition, data gathering, data processing, and clinician metacognition will be discussed. Understanding and gaining experience using the different educational strategies will provide practicing physicians with a toolbox of techniques for helping learners improve their reasoning abilities.
Should students take notes? What about giving students access to your PowerPoint slides and lecture notes? Students have been known to ask for them pretty aggressively and lots of teachers do make them available.
This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them.
Students gain control of the learning process through studying course material outside of class, using readings, pre-recorded video lectures (using technology such as Tegrity), or research assignments.
In this new and extensively updated second edition, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice.
The aim of the blog is to provide a venue for student humanities writing and art including — but not limited to —- poetry, medical narratives, art work, essays on topics ranging from history to ethics to law, and critiques of books, films, fine art, music, plays, and other arts. The parameters for submissions are that they are expected to be no more than 750 words (or 50 lines for poetry) in length.
We believe that the workshop was a worthwhile use of valuable educational time. Using simulation as an educational tool along with the SPIKES protocol and small group role play is a novel and efficient module to teach EPs how to break bad news in the stressful environments of an emergency room.