Download PDF by Peter Cantillon, Diana Wood: ABC of Learning and Teaching in Medicine

By Peter Cantillon, Diana Wood

ISBN-10: 0727916785

ISBN-13: 9780727916785

A pragmatic consultant to instructing in medication geared toward medical professionals who at some point soon of their occupation need to educate, no matter if in a school room or in a scientific atmosphere. important articles on conception with a better emphasis on 'how to do it'.

Authors comprise essentially the most authoritative clinical educationalists on the earth; hence readers gets the good thing about writers who've nice instructing adventure subsidized up via wide academic learn.

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Extra info for ABC of Learning and Teaching in Medicine

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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. Teach Learn Med 1993;5:107-15. x Frederiksen N. The real test bias: influences of testing on teaching and learning. Am Psychol 1984;39:193-202. x Bordage G. An alternative approach to PMPs: the “key-features” concept. In: Hart IR, Harden R, eds. Further developments in assessing clinical competence; proceedings of the second Ottawa conference.

The validity of a standard depends on the judges’ qualifications and the reasonableness of the procedure they use to set it. When pass-fail decisions are being made, a skill based assessment should be “criterion referenced” (that is, trainees should be assessed relative to performance standards rather than to each other or to a reference group). An Angoff approach is commonly used to set the standard for an OSCE. Skill based assessments do not replace knowledge based tests, but they do assess aspects of competence that knowledge based tests cannot assess.

A question can be answered quickly by the student, so the test can cover a broad domain. Such questions, however, have two major disadvantages. Firstly, they are quite difficult to construct flawlessly—the statements have to be defensibly true or absolutely false. Teachers must be taught thoroughly how to construct these question types. Secondly, when a student answers a “false” question correctly, we can conclude only that the student knew the statement was false, not that he or she knew the correct fact.

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ABC of Learning and Teaching in Medicine by Peter Cantillon, Diana Wood


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