Medical teacher
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Medical education nowadays experiences an increasing gap between the potential didactic value of educational technology and the practical implementation thereof. One of the important obstacles is the tendency to separate media and media agencies from staff development. ⋯ For example instead of only offering technical audio-visual production services, medical teachers are also taught how to use different media effectively in teaching and learning. In this way media are directly related to staff development.
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Journal clubs have been used as part of a continuing medical education programme for over 100 years. The major role of a journal club is to introduce concepts of critical thinking and evaluation of research literature. This study describes how the understanding of papers presented in a surgical journal club improves by the use of a handout as an aid to revision, and reading skills of the participants are evaluated by a post-test. It shows how participation improves when a climate of mutual respect is created and when the subject under discussion answers questions related to real life needs and the new knowledge acquired has an immediate application.
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A major Canadian teaching hospital has developed a program to recognize and reward excellence in medical education. The program includes a system to collect and evaluate feedback from trainees and administrators--with an annual celebration event where awards are presented. ⋯ There are departmental awards for best undergraduate and postgraduate physicians, allied health professional, and house staff/fellow. This program functioned well to evaluate teachers across departments and for all levels of trainees in the hospital and will expand to become part of the ongoing evaluation of teachers in the institution.
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Problem-oriented case discussion is a valuable teaching tool in clinical pharmacology. Small groups are ideal for discussion but attempts to extend this to large groups often magnify the problems seen with small group discussion to an unacceptable extent. We describe a format which overcomes many of the problems encountered. ⋯ After discussion between the two groups the rest of the class join the discussion. Two new groups are chosen for the second case. This format facilitates self-directed learning, well-prepared participants and worthwhile discussion.