Full Description
Medical students are to a large extent taught by people who have undertaken little or no formal study in the field of education. Although formal study of any subject is no guarantee of satisfactory on-the-job performance, teaching practice itself without a knowledge of the fundamental princi ples of education is likely to bring distortions into the teaching situation. Our own experience leads us to believe that many teachers are concerned at this lack of expertise. This concern is manifest by their willing participation in activities which provide them with practical assistance in improving their educational skills. Unfortunately, few books have been written to aid the average clinical teacher wishing to gain a perspective on basic educational principles or seeking suggestions on how these might be applied to teaching. A previous publication by the Advisory Centre for University Education (ACUE) at the University of Adelaide, entitled University Teaching, has proved to be very popular, both locally and overseas, and has clearly met the needs of organi zers and participants in teacher training programmes in tertiary institutions. The success of this publication, and our experience with a variety of educational activities organized for staff of medical and dental schools and postgraduate organizations, led us to believe that a pragmatic educational guide for medical teachers would be of value to all such teachers and particularly to those asked to undertake an educational task for the first time.
Contents
One: Giving a Lecture.- Student learning.- The purpose of the lecture.- The context of the lecture.- What do the students require of the lecturer?.- Preparing the lecture.- Presenting the lecture.- What additional techniques are available?.- Evaluating the lecture.- Guided reading.- Two: Making a Presentation at a Scientific Meeting.- Presenting a paper.- Preparing the paper.- Preparing the abstract and your contribution to the.- proceedings of the conference.- What you should do on the day.- Preparing a conference poster.- Guided reading.- Three: Teaching in Small Groups.- The importance of small groups.- What is small group teaching?.- Managing a small group.- Structure in small group teaching.- Dealing with difficulties.- Introducing stimulus materials.- Alternative small group discussion techniques.- Evaluating small group teaching.- Guided reading.- Four: Teaching Practical and Clinical Skills.- The attributes of an effective clinical teacher.- Improving ward-based teaching.- Improving the clinical tutorial.- Alternatives to traditional ward teaching.- Techniques for teaching particular practical and clinical skills.- Guided reading.- Five: Planning a Course.- Who should be responsible for course design?.- Objectives and course design.- Writing objectives.- Relating objectives to teaching and learning activities.- Relating objectives to assessment methods.- Sequencing and organizing the course.- Other course design considerations.- Evaluating the course.- Guided reading.- Six: Assessing the Students.- The purpose of the assessment.- What you should know about educational measurement.- Assessment methods.- Guided reading.- Seven: Preparing Teaching Materials and Using Teaching AIDS.- Basic principles of teaching material preparation.- Types of teaching material andaids.- New technologies.- Guided reading.- Appendix: Where to Find Out More about Medical Education.- Books.- Journals.- Other resources.- Training opportunities.- Overseas travel.- Organizations.
