Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
13 Cards in this Set
- Front
- Back
|
Which of these is NOT an "Adult learning principle"? Adults:
1. Bring prior learning/experience to their learning experience 2. Are self directed learners 3. Learn best when motivated by a syllabus for an exam 4. Prefer problem-based approach 5. Practice self evaluation 6. Require feedbach/performance appraisal 7. Value experiential (hands on) opportunities |
3. Learn most effectively when they PERCEIVE A NEED for learning.
(Cameron p737) |
|
|
The "learner-centred" approach to ED teaching is far better than "teacher-centred". List some ways to use ORIENTATION to promote learner-centred teaching for students, interns, residents and registrars alike.
|
1. explore junior doctor's learning goals and objectives
2. discuss past experience, 3. discuss confidence with procedures 4. identify expectations of their ED rotation 5. establish formal feedback times to work towards (Cameron p738-9) |
|
|
The "learner-centred" approach to ED teaching is far better than "teacher-centred". List some ways to promote learner-centred teaching for students, interns, residents and registrars alike.
|
1. Junior staff to select a specific case they choose to present as a topic.
2. Junior staff can present cases to their peers, and choose the format. 3. Junior staff to identify areas of need/deficits in knowledge 4. Present junior staff with suggested topics for in-service and ask THEM to choose/prioritise (Cameron p738-9) |
|
|
List at least 6 methods/opportunities for teaching in the ED.
|
1. "Trolley-side" cases (history, exam, reasoning, diagnostic tests, disposition).
2. Procedural skills- best seen and tried on dummies but some examples include USS, CVC, art line, IDC insertion, 3. Simulation - dummies and simulated emergencies, simulated procedures, etc. 4. electronic searches online for specific case based problem solving 5. formal quarantined tutorials 6. case discussions 7. audit meetings 8. M&M meetings 9. online learning programmes 10. credentialing courses 11. handover discussions the list goes on and on. (Cameron p738-9) |
|
|
What are the seven basic principles of the psychomotor domain (for learning procedures)
|
1. conceptualisation (learner understands background knowledge; why, when, precautions/contraindication etc...
2. visualisation; lerner sees skill demonstrated 3. verbalisation; learner hears the steps of the skill. 4. practice; learner gets chance to practice. 5. correction/reinforcement (with feedback) 6. skill mastery (learner performs independently in learning environment 7. skill autonomy (learner can perform independently in variety of real life situations. (Cameron p739) |
|
|
Feedback to learners is important. What are some key features of effective, planned feedback?
|
-positive and honest feedback
-allow for opportunities for improvement -private environment, confidential feedback -Adequate time (not rushed) -goals clearly set before a rotation to allow framework for feedback on goals -direct observation rather than reports where possible -giving feedback is a skill requiring learning and practice (Cameron p 740) |
|
|
Summarise in 5 points: Lecture based teaching.
|
1. Integrated with other non didactic work (clinical/skills/online simulation/case based)
2. Modified to the knowledge base of audience 3. Engaging, interactive format 4. teacher is an expert 5.teacher is enthusiastic (Cameron p744) |
|
|
Summarise in 5 points: tutorial/small group teaching
|
allow interaction and reflection
allow discussion of individual cases/experiences. comfortable environment maintain structure/timely completion curriculum and topics can be planned or spontaneous (Cameron 744) |
|
|
Summarise in 5 points: some options for web based learning.
|
-regular emails
-journal clubs/articles dispersed -policies and orientation posted online- accessible 24/7 -online learning modules/discussion -SMACC, FOAMed, endless information or directed learning |
|
|
5 Key points in: work based learning
|
-Original method of doctor education
-Risk of different exposure- use logbooks to maintain consistency -Junior staff should be involved in medical student education -Understanding broad curriculum important to allow focus rather than obscurity (less zebra, more horse) -guidelines for bedside teaching "Set, dialogue, closure" (Cameron p 745) |
|
|
Summarise in 5 points: Simulation; medical learning.
|
-fast growing field
-embraced by ACEM -Large knowledge base growing -greatest barrier is cost -allows for a multitude of teaching styles and situations |
|
|
5 key points where ED is ideally placed to teach skills to medical students
|
History taking
Examination techniques Sutures/IV cannula simple procedures Handover/communication skills Best if case/patient focussed and somewhat planned. (Cameron 745) |
|
|
What are some examples of skills taught in "simulated" education
|
-resuscitation skills - airway, ventilation, cirulation
-communication -teamwork -crisis management- using all the above in one scenario -standardised approach to de-compensating patient -allows discussion, debriefing, reflection (Cameron pp748-749) |
