By Diana Wood Linda Hutchinson
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Additional resources for ABC of Learning and Teaching Medicine
For postgraduates, “on the job” clinical teaching is the core of their professional development. How can a clinical teacher optimise the teaching and learning opportunities that arise in daily practice? Strengths, problems, and challenges Learning in the clinical environment has many strengths. It is focused on real problems in the context of professional practice. Learners are motivated by its relevance and through active participation. Professional thinking, behaviour, and attitudes are “modelled” by teachers.
Endoscopically a pseudomembranous colitis is seen Conclusion Choosing the best question type for a particular examination is not simple. A careful balancing of costs and benefits is required. A well designed assessment programme will use different types of question appropriate for the content being tested. Using only one type of question throughout the whole curriculum is not a valid approach Further reading x Case SM, Swanson DB. Extended-matching items: a practical alternative to free response questions.
X Ward WC. A comparison of free-response and multiple-choice forms of verbal aptitude tests. Applied Psychological Measurement 1982;6(1):1-11. x Schuwirth LWT. An approach to the assessment of medical problem solving: computerised case-based testing. Maastricht: Datawyse Publications, 1998. ) 31 10 Skill based assessment Sydney Smee Skill based assessments are designed to measure the knowledge, skills, and judgment required for competency in a given domain. Assessment of clinical skills has formed a key part of medical education for hundreds of years.
ABC of Learning and Teaching Medicine by Diana Wood Linda Hutchinson