Download A Handbook for Medical Teachers by David Newble BSc(Hons), MBChB, MD, FRACP, DipEd, Robert PDF

By David Newble BSc(Hons), MBChB, MD, FRACP, DipEd, Robert Cannon MA(Hons), MEdAdmin, DipTertEd (auth.)

ISBN-10: 9401705801

ISBN-13: 9789401705806

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Then take them to a large lecture theatre and project them. Check that they are indeed legible from the furthermost corners of the theatre. It is also helpful to take a colleague with you to check that the message is clear and that there are no spelling mistakes. Po~g,~tinguoutandreheanKU At this stage you should have a good idea of what you intend to say and the visual aids that you require. It is now advisable to write the text of the talk in full. Do not write in the style you use for journal publications.

G. assignments, case presentations) • Assessment arrangements • Reading matter Maintenance of the group: This refers to the achievement of a good 'climate' for discussion. It must be one that is open, trustful and supportive rather than closed, suspicious, defensive and competitive. It is important to establish that the responsibility for this factor rests with the students as well as with the teacher. The firm but pleasant handling of the loquacious or dominating students early in the session or the encouragement of the quiet student to contribute are obvious examples of what must be achieved to produce the required environment for effective group discussion.

You may need one or two during the introduction, such as a clinical picture of a patient or an illustration of a previous piece of research. You may not have time to say much about the method but a slide illustrating the technique may be pertinent . If so, simple line diagrams are usually more valuable than photographs. The slides of the results provide you with the greatest challenge. It is during this part of your paper that the visual material will often be of more importance than the verbal CA picture says a thousand words').

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