Effective Learning and Teaching in Medical, Dental and by Sharon Huttly, John Sweet, Ian Taylor

By Sharon Huttly, John Sweet, Ian Taylor

The powerful studying and educating in larger schooling sequence will comprise over 20 volumes, each one filled with up to date suggestion, suggestions and professional opinion on educating within the key matters in better schooling this present day and sponsored up by way of the authority of the Institute for studying and Teaching.
This booklet covers all the key matters about the powerful educating in scientific, dental and veterinary schooling. It comprises contributions from quite a lot of specialists within the box, with a extensive and overseas viewpoint. It contains fabric on instructing and the aid of studying, successfully utilizing studying fabrics and IT in scientific schooling, evaluate, constructing powerful studying environments, constructing reflective perform, and private improvement.

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In 1988, a further study by the General Medical Council found that five schools still did not teach communication skills as a specific entity. In 1992, Fredrikson and Bell published the results of their appraisal of communication skills training in British Medical Schools. They found that, although all survey respondents provided some form of communications skills training, relatively few were committed to formal instruction, assessment and evaluation of the subject within the medical curriculum.

We know from studies of small groups and small group teaching (see Chapter 5 by Joy Crosby; Brown and Atkins, 1988 and Jacques, 2000) that the optimal conditions for the formation of attitudes and the development of these capabilities are ownership of the problem or task; a safe learning environment in which participants can take risks, mutual respect amongst members of the group yet a willingness to change ideas and a facilitator who asks probing, reflective questions. In the early life of a group, the facilitator may be a tutor; through explicit modelling and reflective discussion the role of the facilitator can be taken over by other members of the group.

The ethnographic approaches being used by Gentle (2001) are promising ways of deepening understanding of cultures. Extensions of the DREEM (Dundee Ready Education Environment Measure) measures and of Harden’s model for evaluating educational developments might also yield interesting insights (Harden, Sowden and Dunn, 1984). Commonalities of MDV culture Despite the subcultural differences of MDV culture, it has at least three current commonalties: repair, healing and care; scientific positivism and a mode of education based largely on transmission and imitation.

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