ABC of Learning and Teaching Medicine by Diana Wood Linda Hutchinson

By Diana Wood Linda Hutchinson

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Follow up with your own observations of what was done well (be specific), and then outline one or two points that could help the student to improve. Encourage reflection Just as many learning opportunities are wasted if they are not accompanied by feedback from an observer, so too are they wasted if the learner cannot reflect honestly on his or her performance. One to one teaching is ideally suited to encouraging reflective practice, because you can model the way a reflective practitioner behaves.

At the lowest level of the pyramid is knowledge (knows), followed by competence (knows how), performance (shows how), and action (does). In this framework, Miller distinguished between “action” and the lower levels. “Action” focuses on what occurs in practice rather than what happens in an artificial testing situation. Work based methods of assessment target this highest level of the pyramid and collect information about doctors’ performance in their normal practice. Other common methods of assessment, such as multiple choice questions, simulation tests, and objective structured clinical examinations (OSCEs) target the lower levels of the pyramid.

New York: Springer, 1993. x Whitehouse C, Roland M, Campion P, eds. Teaching medicine in the community: a guide for undergraduate education. New York: Oxford University Press, 1997. x Stott N, Davis R. The exceptional potential in each primary care consultation. J R Coll Gen Pract 1979;29:201-5. x Ausubel D, Novak J, Hanesian H. Educational psychology: a cognitive view. New York: Rinehart and Winston, 1978. The illustration on p 544 is reproduced with permission from Jake Wyman/Photonica. The illustration of the young Cicero reading (by Vicenzo Foppa) is reproduced with permission from the Bridgeman Art Library.

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