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Best Practices in Medical Teaching by Stephen M. Stahl

By Stephen M. Stahl

In scientific schooling loads of consciousness is given to what's stated, yet much less attention is given to the way it is related. there's occasionally a lost specialise in the content material on the fee of the event for the learner. most sensible Practices in scientific instructing illustrates the overall ideas of potent scientific presentation. Stahl and Davis are major specialists in scientific communique and so they successfully clarify the perform and strategies in the back of their good fortune. employing the foundations of grownup studying, they supply examples of ways to layout a winning lecture and educate the reader how you can impact the behaviors in their viewers. each one bankruptcy ends with a bankruptcy precis, growth money, and a functionality self-assessment try to make sure that the ideas are understood. This e-book is a necessary consultant for all these curious about the method of training the following new release of medical professionals and assisting them via their education.

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Section 4 Applying principles of multimedia learning When used properly, modern instructional tools offer many opportunities to increase the educational impact of a presentation. This section examines some principles established by Richard Mayer, a researcher in multimedia learning (see BioBox 1-2) to guide the use of multimedia instruction. BIOBOX 1-2 Richard E. Mayer Born 1947 BA in psychology from Miami University of Ohio PhD in psychology from University of Michigan Held positions in psychology departments of Indiana University and University of California, Santa Barbara Former president of the Division of Educational Psychology of the American Psychological Association Research focuses on the intersection of cognition, instruction, and technology, with a special focus on multimedia learning, mathematical problem solving, and human–computer interaction Published extensively on educational and cognitive psychology 29 Best Practices in Medical Teaching (a) Dosing Strategies for Switching Drugs Delayed Withdrawal Cross-Titration • Strategy: Add second drug to full strength before decreasing first drug • Strategy: Decrease first drug somewhat before increasing second drug • PRO: Beneficial when relapse is a concern • PRO: Beneficial for stable patients experiencing side effects • CON: Potential for increased side effects • CON: Possible disease breakthrough due to sub-therapeutic doses of both agents BEFORE (b) Dosing Strategies for Switching Drugs Cross-Titration Add second drug to full strength before decreasing first drug Decrease first drug somewhat before increasing second drug Drug B Drug A Dose Delayed Withdrawal Dose 30 Drug Drug B B Drug A 2 Drugs 2 Drugs Time Time PRO: Overlap minimizes risk for relapse CON: Overlap increases potential of side effects PRO: Less drug on board = fewer side effects CON: Less drug on board = possible disease symptoms AFTER Figure 1-5.

Instructors may want to translate a text description into a figure (Figure 15). A text-based table may be turned into a chart in which bars stand out obviously (Figure 1-6) so learners are not forced to hunt for important statistics and differences. Data visuals can also be combined with pictures (Figure 1-6). Thus, another powerful visual tactic is to show data simultaneously with a pictorial representation of the same data in another form. This causes a highly impactful visual correlation and a hard-to-forget lesson on the relationships between the data and the picture.

If successful, this PowerPoint display tactic will draw attention entirely to shifts in the data and thus to what is happening next in a sequence of actions. This tactic also exploits the same involuntary visual reflex as discussed previously for data graphics. The eye will go to the new or changed elements – those that are appearing, disappearing, or moving. The eye will also see the relationship of these elements to the non-data ink components that came before. ) * with and without * young versus old * healthy versus diseased An example of this is shown in Figure 1-4.

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