A Handbook for Clinical Teachers by David Newble BScHons, MBChB, MD, FRACP, DipEd, Robert Cannon

By David Newble BScHons, MBChB, MD, FRACP, DipEd, Robert Cannon MA, MEdAdmin, DipTertEd (auth.)

Medical scholars are to a wide quantity taught by way of those that have undertaken very little formal examine within the box of schooling. even though formal research of any topic isn't any warrantly of passable on-the-job functionality, instructing perform itself and not using a wisdom of the elemental princi­ ples of schooling is probably going to deliver distortions into the instructing scenario. Our personal adventure leads us to think that many lecturers are involved at this lack of awareness. This predicament is happen by means of their keen participation in actions which supply them with useful information in bettering their academic abilities. regrettably, few books were written to assist the common medical instructor wishing to realize a point of view on simple academic ideas or looking feedback on how those should be utilized to instructing. a prior ebook by way of the Advisory Centre for collage schooling (ACUE) on the collage of Adelaide, entitled college instructing, has proved to be extremely popular, either in the community and in a foreign country, and has basically met the wishes of organi­ zers and contributors in instructor education programmes in tertiary associations. The luck of this booklet, and our adventure with numerous academic actions prepared for employees of clinical and dental faculties and postgraduate organisations, led us to think pragmatic academic advisor for scientific lecturers will be of price to all such academics and especially to these requested to adopt an instructional activity for the 1st time.

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Fonnal evaluation: one formal approach to evaluation has already been described, the evaluation discussion. Other approaches include the use of questionnaires and the analysis of video recordings of the group at· work. Standard questionnaires are available which seek student responses to a set number of questions. 10. Although such standard questionnaires can be useful you may find it more beneficial to design one that contributes more directly to answering questions which relate to your own course and concerns.

ALTERNATIVES TO TRADmONAL WARD TEACHING We have already provided evidence that traditional ward teaching is often inadequate in meeting the aims of both the Faculty and the students. This has led many schools to introduce structured courses to teach basic clinical skills in a less haphazard manner. The skills taught are often not restricted to interviewing and physical examination but include technical skills and clinical problem solving. Should you have the opportunity to introduce such an approach then the first step must be to define the objectives of the exercise.

The layout should be clear, logical and suitable for the material being presented. Try a number of different rough layouts first and seek the opinion of a colleague to determine the best. eNct: FIGu~ ~. (PTION De$~pntJf\J (N~- - - OF TOPIc... UJS-rAA11~ Text lettering should be large enough to be read at the viewing distance, which is likely to be about one metre. In this case, we suggest that the smallest letters be at least 5mm high and preferably larger. Titles can be prepared using Letraset or on a lettering machine that produces large and bold characters.

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