title: [Ten practical, theory-based tips for clinical course planners].
abstract: A list of practical advice and examples are given based on the literature. E-learning with cliffhanger text-cases can activate prior knowledge, and selected examination skills can be trained with simulated patients. Patient video recordings can be used to train clinical reasoning skills, including pattern recognition and hypothetic-deductive approaches. Interactive approaches, for example, questioning, quizzes or buzz groups imply active involvement and participation. Quizzes and MCQ-testing can provide a formative 'check-up' on learning and point to gaps in understanding for the teachers and the participants. Spacing a course with intervening assignments can enable the transfer of skills to practice.
authors.affiliation: Arhus Universitetshospital, Skejby, Børneafdeling A, Arhus N. atb@sks.aaa.dk
authors.forename: Thomas
authors.initials: T
authors.lastname: Balslev
authors.forename: Ian
authors.initials: I
authors.lastname: Westphall
authors.forename: Susanne
authors.initials: S
authors.lastname: Blichfeldt
authors.forename: Søren
authors.initials: S
authors.lastname: Pedersen
authors.forename: Karen
authors.initials: K
authors.lastname: Taudorf
mesh_terms: D002983:Clinical Competence; D004503:Education, Medical, Graduate; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D009462:Neurology / Q000193:education; D010372:Pediatrics / Q000193:education*; D011231:Preceptorship; D013663:Teaching / Q000379:methods; D013664:Teaching Materials