By Dent, John A.; Harden, Ronald M.
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Additional resources for A practical guide for medical teachers
A good case can be made for beginning the planning process by planning the assessment before planning the teaching. Certainly, the assessment should not be an afterthought. Outcomes are defined in terms of actions. It follows that an outcome is valid only if the action can be observed and therefore assessed. Although ‘knowledge’ and ‘understanding’ are major levels in Bloom’s taxonomy, ‘know’ and ‘understand’ are not useful terms as outcomes. 2 are much more useful, as they define how the outcome could be tested.
There is no holy grail of instructional wizardry which will provide a solution to all teaching problems. The teacher’s toolkit should contain a variety of approaches, each with its strengths and weaknesses. A significant development in recent years has been the application of new learning technologies including simulation and e-learning (Ellaway & Masters 2008). Computers may be used as a source of information, to present interactive patient simulations, to facilitate and manage learning and to support collaborative or peer-to-peer learning.
The number of patients willing to participate in teaching and suitable for the purpose is limited and will inevitably affect the structure of the planned course. The greatest resource constraint is associated with the teaching staff. PBL and other small-group teaching Every educational endeavour should be evaluated. Designing the evaluation strategy is an important part of overall curriculum planning. The evaluation should cover outcome as well as process, although evaluation of the latter is easier to achieve.
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.