ABC of LearningTeachingMedicine by A. Stewart Truswell

By A. Stewart Truswell

This good demonstrated ABC comprises the most up-tp-date dietary strategies for kids and adults old and young in addition to recommendation on being pregnant and youngster feeding. With chapters protecting dietary deficiencies in either constructing and prosperous international locations in addition to consuming problems and weight problems, this newest version has around the globe relevance.

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9°C). Which of the following is the best next step? (a) Ask him to wait another day to see how the disease progresses (b) Prescribe broad spectrum antibiotics (c) Refer him to hospital for an intravenous pyelogram (d) Refer him urgently to a urologist Extended matching questions The key elements of extended matching questions are a list of options, a “lead-in” question, and some case descriptions or vignettes. Students should understand that an option may be correct for more than one vignette, and some options may not apply to any of the vignettes.

Seating arrangements for teaching in clinic or surgery Working effectively and ethically with patients x Think carefully about which parts of the teaching session require direct patient contact—is it necessary to have a discussion at the bedside? x Always obtain consent from patients before the students arrive x Ensure that students respect the confidentiality of all information relating to the patient, verbal or written x Brief the patient before the session—purpose of the teaching session, level of students’ experience, how the patient is expected to participate x If appropriate, involve the patient in the teaching as much as possible x Ask the patient for feedback—about communication and clinical skills, attitudes, and bedside manner x Debrief the patient after the session—they may have questions, or sensitive issues may have been raised Suggested reading x Cox K.

28 9 Written assessment Lambert W T Schuwirth, Cees P M van der Vleuten Some misconceptions about written assessment may still exist, despite being disproved repeatedly by many scientific studies. Probably the most important misconception is the belief that the format of the question determines what the question actually tests. Multiple choice questions, for example, are often believed to be unsuitable for testing the ability to solve medical problems. The reasoning behind this assumption is that all a student has to do in a multiple choice question is recognise the correct answer, whereas in an open ended question he or she has to generate the answer spontaneously.

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