Planning practice-based clinical teaching: Part II.
The previous article highlighted the worldwide changes that are occurring in medical education. It also introduced two key educational principles: problem-based learning with student-centred learning. This second article will enumerate the individual steps that should be considered when planning a clinical teaching session, linking this to educational theory. In the present context planning pertains to providing educational structure to a clinical interaction. Each session plan begins with identification of learning goals and objectives and concludes with an evaluation of the session in the light of the achievement of those objectives. The steps in between have been designed to emphasise problem-orientated, student-centred learning principles, thereby ensuring that the particular patient interaction has been used to maximise learning.
Barrington
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Faculty of Medicine and Dentisy, University of Western Australia.
D004501:Education, Medical / Q000379:methods*; D006784:Hospitals, Teaching / Q000379:methods*; D006801:Humans; D011369:Professional-Patient Relations; D015397:Program Evaluation