By Peter Cantillon, Diana Wood
A pragmatic consultant to educating in medication geared toward medical professionals who at some point soon of their occupation need to train, even if in a lecture room or in a scientific environment. worthy articles on conception with a better emphasis on 'how to do it'.
Authors contain the most authoritative scientific educationalists on this planet; therefore readers gets the good thing about writers who've nice instructing adventure sponsored up via vast academic examine.
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Additional resources for ABC of Learning and Teaching in Medicine
A careful balancing of costs and benefits is required. A well designed assessment programme will use different types of question appropriate for the content being tested. Using only one type of question throughout the whole curriculum is not a valid approach Further reading x Case SM, Swanson DB. Extended-matching items: a practical alternative to free response questions. Teach Learn Med 1993;5:107-15. x Frederiksen N. The real test bias: influences of testing on teaching and learning. Am Psychol 1984;39:193-202.
Firstly, time limited stations often require trainees to perform isolated aspects of the clinical encounter. This deconstructs the doctor-patient encounter and may be unacceptable for formative assessments. The trade-off is that limiting the time allows for more stations, which can provide performance snapshots that allow for reliable, summative decision making. Secondly, OSCEs rely on task specific checklists, which assume that the doctor-patient interaction can be described as a list of actions.
OSCE checklists do not capture increasing levels of expertise. Acad Med 1999;74:1129-34. x Kaufman DM, Mann KV, Muijtjens AMM, van der Vleuten CPM. A comparison of standard-setting procedures for an OSCE in undergraduate medical education. Acad Med 2001;75:267-71. x Newble DI, Dawson B, Dauphinee WD, Page G, Macdonald M, Swanson DB, et al. Guidelines for assessing clinical competence. Teach Learn Med 1994;6:213-20. x Norcini JJ. The death of the long case? BMJ 2002;324:408-9. x Reznick RK, Smee SM, Baumber JS, Cohen R, Rothman AI, Blackmore DE, et al.