By Diana Wood Linda Hutchinson
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Extra info for ABC of Learning and Teaching Medicine
In a lecture, tutorial, or seminar you cannot hope to diagnose and respond to every individual’s learning needs, but a one to one relationship provides an opportunity to match the learning experience to the learner. ” You can create opportunities for active learning in authentic clinical settings while modelling desirable personal and professional attributes. Stott and Davis in 1979 promoted the idea that one to one primary care consultations offer exceptional but often unrealised potential. The principles used in primary care consultations can be applied to one to one teaching, and the secret is forethought and planning.
Such questions prepare students for the next encounter and enable evaluation of the session Questions Questions may fulfil many purposes, such as to clarify understanding, to promote curiosity, and to emphasise key points. They can be classified as “closed,” “open,” and “clarifying” (or “probing”) questions. Closed questions invoke relatively low order thinking, often simple recall. Indeed, a closed question may elicit no response at all (for example, because the learner is worried about being wrong), and the teacher may end up answering their own question.
An important influencing factor is what the learner knows already. The quality of the resulting new knowledge depends not only on “activating” this prior knowledge but also on the degree of elaboration that takes place. The more elaborate the resulting knowledge, the more easily it will be retrieved, particularly when learning takes place in the context in which the knowledge will be used. Experiential learning theory holds that learning is often most effective when based on experience. Several models have been described, the common feature being a cyclical process linking concrete experience with abstract conceptualisation through reflection and planning.
ABC of Learning and Teaching Medicine by Diana Wood Linda Hutchinson