Pocket Guide to Teaching for Clinical Instructors by Ian Bullock, Mike Davis, Andrew Lockey, Kevin Mackway-Jones PDF

By Ian Bullock, Mike Davis, Andrew Lockey, Kevin Mackway-Jones

ISBN-10: 1118860071

ISBN-13: 9781118860076

The Pocket advisor to instructing for scientific teachers, third edition, presents a concise advent to teaching.  Written by way of skilled scientific educators from the complicated lifestyles aid staff and Resuscitation Council (UK), this best-selling advisor supplies accomplished and useful recommendation at the ideal instructing methods. 

Pocket advisor to instructing for medical Instructors covers simple rules and useful facets of educating in a number of modalities. This variation contains fabric which displays present advancements inside of teacher classes and comprises new fabric on suggestions, an knowledge of non-technical talents, the educating of groups and helping learners.

This booklet is key analyzing for a person attracted to instructing medical professionals and healthcare pros in any context. it's aimed toward the relative newcomer to the educating position in all its kind and offers crucial, useful suggestion as to easy methods to get the easiest out of learners.

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Extra resources for Pocket Guide to Teaching for Clinical Instructors

Sample text

Eggen PD, Kauchek DP. Strategies for Teachers. Teaching Content and Thinking Skills. Prentice Hall, Englewood Cliffs, NJ, 1998. CHAPTER 5 Managing simulations Learning outcomes By the end of this chapter you should be able to demonstrate an understanding of r the purpose of simulation r the origins of simulation r the management of simulation Introduction Simulation teaching is based on the notion of ‘let’s pretend . . ’ or more seriously ‘a willing suspension of disbelief’ within which learners step outside of their own experiences and try out behaviours, perhaps at the edge of their comfort zone.

Irrespective of the technique used, the instructor must ensure that the content is available to the learner in a clear and logical form, and at a level which can be understood. This will be explored in more detail in each of the chapters dealing with the different modalities. Checking whether the ideas have been understood usually involves questions and answers in one form or another. Giving an appropriate response to the learner’s question or comment – a response that promotes learning – is an important element of the dialogue.

For virtually all newly learned skills, a single practice will be insufficient, and all learners must be encouraged to continue to practise in order to gain further confidence and competence until eventually mastery is achieved. Once learners have demonstrated competence in a particular skill they should be encouraged to maintain this level of performance throughout the rest of the course, reinforcing skilled practice. Closure Although most of the questions generated during the skills teaching session will have been raised and answered during stages 3 and 4, it is essential that an opportunity be given for final questions to be aired.

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Pocket Guide to Teaching for Clinical Instructors by Ian Bullock, Mike Davis, Andrew Lockey, Kevin Mackway-Jones

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