David Newble BSc(Hons), MBChB, MD, FRACP, DipEd, Robert's A Handbook for Medical Teachers PDF

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

ISBN-10: 940170578X

ISBN-13: 9789401705783

ISBN-10: 9401705801

ISBN-13: 9789401705806

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Equal distribution of leadership functions. Group sessions and learning tasks are enjoyable. Content adequately and efficiently covered. Evaluation accepted as an integral part of the group's activities. • Students attend regularly. • Students come prepared. STRUCTURE IN SMALL GROUP TEACHING We mentioned earlier the need to have a clear plan so that the group discussion will proceed with purpose and in an orderly fashion. A structured approach to the task and the allocation of the time available is a useful tool for you to consider.

NTRt:. fO~ UNN~rzsrtY roVCATION, Ut'-\\Vf;R<5I~ OF APE-LA'p~) Name ................................................. Course ................................... Please indicate your thoughts about the tutorial given by this particular tutor. Your responses are anonymous. Indicate your present thoughts by means of a tick on the four-point scale. (A) The tutor good group leader fits into the group likes opinions questioned patient sarcastic lively pleasant manner poor group leader too forceful discourages the questioning of opinions impatient never sarcastic monotonous unpleasant manner interested in students not interested in students interested in my ideas not interested in my ideas interested in me as an individual does not know me encourages me to discuss problems treats me as an equal clearly audible stresses important material makes good use of examples and illustrations explanations clear and understandable appears confident unable to discuss problems treats me as a subordinate mumbles all material seems the same never gives examples quite incomprehensible not confident (B) The tutorials well organized muddled good progression poor progression well prepared not well prepared time well spent new material covered have thrown new light on lecture course overcome difficulties encountered in lectures a waste of time merely repeat lecture material irrelevant to understanding of lecture course difficulties not dealt with (C) The student's response I am fully aware of my progress I seem to be 'working in the dark' I enjoy contributing I try to say nothing I look forward to the tutorials I would prefer not to attend I have learnt a lot I am more inclined to continue with the subject I have learnt nothing I have developed an aversion to the subject Advice or suggestions for the future should be written on the back.

Calm reassurance that all will be well is the message to convey. The confident underprepared speakers: these are remarkably prevalent and the most dangerous for the chairman. They will not seek advice and will deny having received detailed instructions about their presentation. When you ask them how long they expect to speak, you will receive an off-hand response. This will tell you they have not rehearsed their presentation and will almost certainly go over time. There is little you can do to help such people because they are certain they have everything under control.

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A Handbook for Medical Teachers by David Newble BSc(Hons), MBChB, MD, FRACP, DipEd, Robert Cannon MA(Hons), MEdAdmin, DipTertEd (auth.)

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