By D.I. Newble, R.A. Cannon
This is often the greatly revised 4th variation of a well-liked guide It deals a profitable blend of sound academic ideas, a how-to-do-it method and an enjoyable easy-to-read type, and comprises various illustrations, examples, and pertinent cartoons. This fourth version has been revised to mirror the main alterations that proceed to happen in either undergraduate and postgraduate schooling.
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Extra resources for A Handbook for Medical Teachers (4th Revised Edition)
The Doctor Fox Effect’: A study of lecturer effectiveness and rating of instruction, Journal of Medical Education, 50, 149-156. 37 This page intentionally left blank 3: TEACHING IN SMALL GROUPS INTRODUCTION Small group teaching can be a most rewarding experience for both teacher and student. To achieve success you will need to plan carefully and develop skills in group management. You should avoid the common error of believing that constructive discussion in groups will happen spontaneously. To avoid difficulties you will need an understanding of how groups work and how to apply a range of small group techniques to achieve the goals you set out to achieve.
Jot these down also. In addition you should be on the look out for illustrations from which you might prepare audiovisual aids and teaching materials. Appropriate jokes or cartoons may be collected during this exercise. And, most importantly, make a note of short activities or exercises that you can use as a basis for student activity. 20 Finalise the plan Now you must finalise your teaching plan. The rough content plan must be transformed into a structure, which follows some kind of logical sequence.
This technique assists in the development of thinking skills by encouraging students to go beyond initial reactions to an issue. In response to a suitable prompt or question, students write out a specified number of pros and cons or advantages and disadvantages. These can then be discussed in small groups, analysed in class, or analysed yourself prior to the next class session. We strongly recommend the book by Angelo and Cross on classroom assessment. Student note-taking The research in this area generally supports the view that note taking should be encouraged.
A Handbook for Medical Teachers (4th Revised Edition) by D.I. Newble, R.A. Cannon