Optimizing training: what clinicians have to offer and how to deliver it - 07/08/11
Tel.: +61 2 9036 6040; Fax: +61 9036 5475.Summary |
Since experienced clinicians spend a substantial proportion of their time teaching and supervising trainees, a working knowledge of adult learning is of value. This knowledge will not only make you a more effective teacher, but will be of benefit to you when you are learning new information.
There are a number of important issues to keep in mind when teaching your adult trainees. For example, recognize the short attention span of adult learners (10–15min only!); keep your teaching and learning in context (i.e. clinically relevant); set clear, achievable learning objectives; give regular, constructive feedback to your trainees; and be aware your trainees will have different learning styles and no single teaching method is best for all.
Assessment of your trainees needs to cover many different domains, including; knowledge, clinical competence, communication skills (written and verbal), procedural skills, teamwork and professionalism. Clearly, multiple methods of assessment will be essential. Further, a number of observers will be required to improve the validity of these assessment activities.
Le texte complet de cet article est disponible en PDF.Keywords : adult learning, learning styles, learning objectives, ‘deep’ vs ‘superficial’ learning, assessment, giving and receiving feedback, evaluating your teaching, best evidence medical education (BEME)
Plan
Vol 9 - N° 2
P. 105-113 - juin 2008 Retour au numéro
Article précédent
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