Effective Educational Techniques for Primary Care Providers : Application to the Management of Psychiatric Disorders. Conference. Hanover, NH, USA, 1997/06/27.
While teaching in a tutorial, seminar, or problem-based learning group format may be the most fun and most active/interactive for both learner and faculty mentor, there are situations in medical student education in which various constraints require the use of the « lecture » format.
Similar constraints may occur in the field of continuing medical education, or graduate medical education, as well.
When this occurs, the faculty mentor can increase the active participation of the learners in the audience by continuously stressing seven key pedagogical (androgogical) principles.
These include : 1) begin the learning exercise with a clinical example or anecdote to show the relevance of the material to the student ; 2) frequently ask the students whether they have ever seen examples of what you describe in their previous experience with patients, personal experience, experience with relatives, etc. ; 3) ask students frequently whether they have heard similar material presented differently in other courses ; 4) recruit students to help solve « mystery cases » ; 5) show examples of similar material from real life (e.g., patient descriptions, or even excerpts from favorite TV shows) ; 6) ask students to help summarize key points at the end of the session ; and 7) allow, or even encourage, whispering during the class. (...)
Mots-clés Pascal : Formation permanente, Médecin généraliste, Soin santé primaire, Programme enseignement, Composition groupe, Apprentissage, Technique, Personnel sanitaire, Homme
Mots-clés Pascal anglais : Continuing education, General practitioner, Primary health care, Educational program, Group composition, Learning, Technique, Health staff, Human
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Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0440494
Code Inist : 002B30A09. Création : 25/01/1999.