By D.I. Newble, R.A. Cannon
This can be the largely revised 4th version of a well-liked instruction manual It deals a winning blend of sound academic rules, a how-to-do-it method and an unique easy-to-read sort, and includes a number of illustrations, examples, and pertinent cartoons. This fourth variation has been revised to mirror the key alterations that proceed to happen in either undergraduate and postgraduate schooling.
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Additional resources for A Handbook for Medical Teachers (4th Revised Edition)
Ways of doing this include posing questions or testing the students, generating discussion among students and using an audiovisual aid. These active learning strategies are discussed in more detail later. 24 Finishing the session The conclusion is as important as the introduction. Your closing comments should also be well prepared. The last things that you say are the ones the students are most likely to remember. This will be the opportunity to reiterate the key points you hope to have made. You may also wish to direct students to additional reading at this time, but be reasonable in your expectations and give them a clear indication of what is essential and why it is essential as opposed to what you think is merely desirable.
These difficulties frequently get in the way of productive discussion. They tend to be due to genuine confusion on the part of students combined with a fear of exposing their ignorance in front of the teacher and their peers. It is therefore essential for you to clarify the purpose of the group and the way in which students are to enter into the discussion. Their previous experience of small group sessions or ward teaching might lead them to see the occasion as only a threatening question and answer session.
A purely verbal presentation will be ineffective and will contribute to a fall-off in the level of attention. You should therefore be planning ways of incorporating some of the techniques described in the next section. 3. shows us that levels of attention and learning will fall progressively. No more than 20 minutes should go by before the students are given a learning activity or before the teaching technique is significantly altered. Ways of doing this include posing questions or testing the students, generating discussion among students and using an audiovisual aid.
A Handbook for Medical Teachers (4th Revised Edition) by D.I. Newble, R.A. Cannon