Classroom Teaching TechniquesThis is a featured page


To study medicine without books is to sail an uncharted sea,
while to study medicine only from books is not to go to sea at all.
- William Osler, Books and Men, 1901

We don't really need teachers, we need situations of learning

Reading, after a certain age, diverts the mind too much from its creative pursuits.
Any man who reads too much and uses his own brain too little
falls into lazy habits of thinking.
-Albert Einstein

Goal of Teaching


Read Education is the Profession of Building a Mind by Dr. Frank J Papa.

Process of Teaching

Dr. Marcel D'Eon at the University of Saskatchewan
According to research by Dr. Ken Bain, the best college teachers ask themselves the following four questions:

  1. What should my students be able to do intellectually, physically, or emotionally as a result of what they learn in my class?

  2. How can I best help and encourage them to develop those abilities and the habits of heart and mind to use them?

  3. How can my students and I best understand the nature, quality and progress of their learning?

  4. How can I evaluate my efforts to foster their learning?

Yes, but how do I deal with rude, disruptive, unmotivated students.

What about Medical Education Technology?



from mostly medical website

Proceed to How do Medical Students Learn? or Clinical Teaching
or choose a section from the left hand menu


DeirdreB
DeirdreB 		Latest page update: made by DeirdreB , Aug 19 2009, 3:29 PM EDT (about this update About This Update DeirdreB Edited by DeirdreB

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DeirdreB The Four Questions 7 Aug 22 2009, 2:27 PM EDT by DeirdreB
Thread started: May 22 2008, 4:53 PM EDT  Watch
How might we encourage faculty to ask themselves these four questions?
3  out of 3 found this valuable. Do you?    
Keyword tags: classroom techniques
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drpelmead The four questions 1 Jun 4 2009, 12:26 PM EDT by DeirdreB
Thread started: Jun 1 2009, 9:37 AM EDT  Watch
We have begun to get faculty to ask themselves these four questions through a form called a CPG or Course Progress Guide. The form included the name of the lecture and professor and 4-5 learning objectives that will be covered in the lecture. We also ask the faculty to assign advanced reading at they do in T-Com in order to have them arrive to class prepared to do case studies. We also ask the professor to put 4-5 higher order questions or PBL questions on the CPG form
The form is posted on the internet in our Moodle program one week in advance.
This way we can continue to assess faculty and courses and the students know what to expect in advance.
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Keyword tags: CPG higher order questions Moodle NYCOM T-Com
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