TAILIEUCHUNG - Small Group Methods In Medical Teaching

Pearson and Heywood (2004) studied reflection through a survey of attitudes toward and reported use of reflective portfolios in learning among UK GP registrars (postgraduate students). Sixty-five percent of 92 responders used the portfolio regularly for recording, and 42% used it in reflective learning. Three categories emerged in relation to the portfolio: reflectors, those who recorded data in the portfolio, reflected on that information and/or discussed it; recorders, those who used the portfolio to record data; and, non-users, those who did not record data in the portfolio. The role of the trainer/supervisor appeared critical. Those registrars who found the portfolio useful tended to be the reflectors. Wong et. | 459 MEDICAL EDUCATION 1997 31 459-464 1997 Blackwell Science Ltd Small group methods in medical teaching Henry Walton World Federation for Medical Education 1 INTRODUCTION A teaching skill essential for all medical educators is small group competence. Lack of it can never have been more damaging medical teachers have now to promote active learning for which small group methods are optimal. The only kind of medical student now needed is an activated one equipped for independent lifelong learning and teamwork current educational innovation such as problem based learning Walton Matthews 1989 depends on small group teaching. Small group work is a method for generating free communication between the group leader and the members and among all the participants themselves. The group leader can make positive use of the differences in knowledge and attitudes among participants made evident as they interact with each other. Small group work enables participants to gain a great deal from their fellows in a type of communication which cannot take place in a lecture hall Westberg Jason 1996 . Group methods have the particular merit that - when properly used - all participants have the opportunity to take part and each can see for themselves the impact of their views on the other members of the group. Whenever anybody speaks the response evoked is immediately visible whether it be assent disagreement or disinterest. A group is also most importantly so a change system those taking part in the dialogue are influenced as they attend to the participants who speak the facts being expressed and the attitudes conveyed and reconsider their own positions. The group leader tutor instructor moderator chairman facilitator is the crucial agent not present merely to listen to the views being stated but responsible for helping the group to identify any errors misperceptions or biases of its members. This is achieved by encouraging them to communicate their ideas and to correct each others .

• Y học thường thức
• Anticholinergics
• Glucocorticotherapy
• Leukotriene Antagonists
• Omalizumab and Specific Allergen
• Sustained Vowe
• Fold Vibration
• Soil Bacteria
• Support and Protect
• Venous Thromboembolism
• Certain Groups of Patients
• misshapen nuclei