[Is it possible to improve the teaching methods of physicians who instruct patients? Comparative analysis of the same courses given before and after teacher's training].
The goal of the present study is to compare the pedagogic involvement of two groups of doctors, both of which were in charge of teaching the same courses to diabetic patients. Important structural differences were-shown exit between the two series of courses. The first group of ten doctors (who not undergone any pedagogic training) applied either ex-catedra teaching methods or proceeded by systematically asking questions to the patients. These scholastic methods led to passive attitudes in their patients in listening and replies to a large number of questions. In the second group of ten doctors (who had undergone pedagogic training) learning practices and a stimulating didactic material were used which resulted in more diversified and more attractive responses in the participation of the patients. Providing improved didactic means on the behalf of the doctors is aimed at obtaining better knowledge from patients who have themselves to assume the self-management of their treatment.
Lacroix
A
A
Unité de Traitement et d'Enseignement pour Diabétiques, Hôpital Cantonal Universitaire, Genève, Suisse.
Assal
J P
JP
D003920:Diabetes Mellitus / Q000523:psychology*; D004502:Education, Medical, Continuing / Q000379:methods*; D004518:Education, Professional, Retraining / Q000379:methods*; D006801:Humans; D010353:Patient Education as Topic / Q000379:methods*
Peut-on améliorer les prestations pédagogiques des médecins qui enseignent aux malades? Analyse comparative des mêmes cours donnés avant et après une formation pédagogique.