ABC of Learning and Teaching Medicine - download pdf or read online

By Diana Wood Linda Hutchinson

ISBN-10: 0585467528

ISBN-13: 9780585467528

ISBN-10: 0727916785

ISBN-13: 9780727916785

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Times have changed, or should have. Find out and remember the learner’s name—a simple but important courtesy. Outline the special opportunities and benefits that the attachment can provide. Ask the learner to prepare a learning plan and then compare the learner’s plan to your own expectations. Once the plan has been agreed, don’t shelve it—refer to it during the attachment and modify as necessary. Agree on the ground rules Ground rules are both practical (punctuality, dress, access to patient records) and philosophical (respect for patients and colleagues, confidentiality, consent, openness to different points of view).

It also inevitably slows the clinic down, although not as much as might be expected. In an ideal world it would always be sensible to block out time in a clinic to accommodate teaching. Patient "Sitting in" as observer Teacher Student Patient Three way consultation Teacher Student Patient "Hot seating" The patient’s role Student Teacher Sir William Osler’s dictum that “it is a safe rule to have no teaching without a patient for a text, and the best teaching is that taught by the patient himself” is well known.

Which of the following is the best next step? (a) Ask him to wait another day to see how the disease progresses (b) Prescribe broad spectrum antibiotics (c) Refer him to hospital for an intravenous pyelogram (d) Refer him urgently to a urologist Extended matching questions The key elements of extended matching questions are a list of options, a “lead-in” question, and some case descriptions or vignettes. Students should understand that an option may be correct for more than one vignette, and some options may not apply to any of the vignettes.

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ABC of Learning and Teaching Medicine by Diana Wood Linda Hutchinson


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