By Peter Cantillon, Diana Wood
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Additional resources for ABC of Learning and Teaching in Medicine (ABC Series) - 2nd edition
An interesting alternative is to use a short qualitative interview with students after a lecture. Further reading Bligh DA. What’s the Use of Lectures? San Francisco: Jossey-Bass, 2000. Brown G, Manogue M. AMEE medical education guide no. 22: refreshing lecturing: a guide for lecturers. Medical Teacher 2001;23:231–244. Gibbs G, Habeshaw T. Preparing to Teach. Bristol: Technical and Educational Services, 1989. Newble DI, Cannon R. A Handbook for Medical Teachers. 4th ed. Dordrecht, Netherlands: Kluwer Academic, 2001.
Group rounds, where everyone in turn is given 20 seconds or so to say anything they noticed, thought or learnt about the topic (or would like to learn) without interruption and paired introductions (interviewing and introducing a partner) are useful devices here. 2 Encourage ground rules that make it OK for everyone to stumble in conversation, miss the point and so on without feeling discredited; teachers (tutors) can help by modelling this. 3 Call time-outs to allow students to review and connect points that have been made with their experiences.
2 on designing handouts). Active learning is not, as its name suggests, about keeping students busy. Active learning is an approach to teaching in which the teacher recognises that it is the learner who does the learning and therefore makes every effort to facilitate that process. In other words, teaching is about facilitating the process of learning rather than transmitting information. Typically, in an active learning context, the learner is encouraged to become more aware of what he/she knows and to elaborate his/her knowledge through thinking, dialogue and engagement with the subject matter.
ABC of Learning and Teaching in Medicine (ABC Series) - 2nd edition by Peter Cantillon, Diana Wood