By David Newble BSc(Hons), MBChB, MD, FRACP, DipEd, Robert Cannon MA(Hons), MEdAdmin, DipTertEd (auth.)
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Additional resources for A Handbook for Medical Teachers
The informal way may involve asking one or two students whom you know for their comments. It may also be undertaken by asking yourself a series of questions immediately after the lecture. • How much time was taken to prepare for the lecture? • Were the notes helpful? • Were the visual aids clear and easy to read? 16 • What steps could be taken to improve preparation and presentation? • Did the questions stimulate discussion? • Were the purposes of the presentation achieved? • How did the students react?
They tend to be due to genuine confusion on the part of students combined with a fear of exposing their ignorance in front of the teacher and their peers. It is therefore essential for you to clarify the purpose of the group and the way in which students are to enter into the discussion. Their previous experience of small group sessions or ward teaching might lead them to see the occasion as only a threatening question and answer session. They must learn that ignorance is a relative term and that their degree of ignorance must be recognized and explored before effective learning can begin.
They must be reassured that you will keep the speakers to time to protect their opportunity to ask questions. Speakers going over time is the commonest complaint of participants and the chairman is usually held to blame. During the question period you should ensure that the time is not monopolized by the intellectual heavies in the front rows. On the other hand you must also be prepared to ask the first question if none are immediately forthcoming from the audience. Finishing off At the close of the seSSIon, thank the speakers and the audience.
A Handbook for Medical Teachers by David Newble BSc(Hons), MBChB, MD, FRACP, DipEd, Robert Cannon MA(Hons), MEdAdmin, DipTertEd (auth.)