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Further information
This module was written by Judy McKimm, Visiting Professor of Healthcare Education and Leadership, University of Bedfordshire, and Clare Morris, Associate Dean, Bedfordshire and Hertfordshire Postgraduate Medical School, University of Bedfordshire. The module relates to areas 2 and 3 of the Professional Development Framework for Supervisors in the London Deanery.
Teachers Toolkit
References
Brookfield S (2006) Discussion as a way of teaching.
De Villers M, Bresick G and Mash B (2003) The value of small group learning: an evaluation of an innovative CPD programme for primary care medical practitioners. Medical Education. 37: 815–21.
General Medical Council (2003) Tomorrow’s Doctors: recommendations on undergraduate medical education. GMC, London.
General Medical Council (1993) Tomorrow’s Doctors: recommendations on undergraduate medical education. GMC, London.
Jacques D (2003) Teaching small groups. In: Cantillon P, Hutchinson L and Wood D (eds) BMJ ABC of Learning and Teaching in Medicine, pp. 19–21. BMJ Publishing Group, London.
Jacques D (2000) The tutor’s job. In: Learning in Groups (3e), pp. 155–80. Kogan Page, London.
Maslov AH (1943) A theory of human motivation. Psychological Review. 50: 370–96.
McCrorie P (2006) Teaching and Leading Small Groups. Association for the Study of Medical Education, Edinburgh.
Patient Voices website.
Richmond DE (1984) Improving the effectiveness of small-group learning with strategic intervention. Medical Teacher. 6: 138–45.
Spencer J (2003) Learning and teaching in the clinical environment. In: Cantillon P, Hutchinson L and Wood D (eds) BMJ ABC of Learning and Teaching in Medicine, pp. 25–8. BMJ Publishing Group, London.
Steinert Y (2004) Student perceptions of effective small group teaching. Medical Education. 38: 286–93.
Further reading
Elwyn G, Greenhalgh T and Macfarlane F (2001) Groups: a guide to small group work in healthcare, management, education and research. Radcliffe Medical Press, Oxford.
Grant J (2007) Principles of Curriculum Design. Association for the Study of Medical Education, Edinburgh.
Jacques D (2000) Learning in Groups (3e). Kogan Page: London.
Course glossary
- Aim
- An aim in educational terms, is a brief statement of intent, indicating the scope and range of intended learning outcomes that the educational episode has been structured to address.
- Assessment
- Assessment is the term used to indicate an appraisal of students' performance. Typical formal assessments in medicine include written examinations, Multiple choice questionnaires (MCQ), observations of clinical or communication skills, Objective Structured Clinical Examinations (OSCEs) and Multi-Source Feedback (MSF). Assessments may be summative (where the marks gained contribute to a formal grade or award) or formative (where the focus is on providing feedback for ongoing development).
- Class
- Class refers to hierarchical differences between individuals or groups in societies or cultures . Factors that determine class may vary widely from one society to another. However, economic disadvantage and barriers to access servces are major issues within class discrimination.
- Curriculum
- A detailed schedule of the teaching and learning opportunities that will be provided (GMC, 2004)
- Curriculum
- The GMC, 2004 described the curriculum as a detailed schedule of the teaching and learning opportunities that will be provided. A curriculum is a statement of the aims and intended learning outcomes of an educational programme. It states the rationale, content, organization, processes and methods of teaching, learning, assessment, supervision, and feedback.
- Learning Outcomes
- Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
- Learning objectives
- Grant describes learning objectives as "the specific knowledge, skills and attitudes that the student will display at the end of (a) course" (p20, 2007). The earliest (and very pervasive) objectives models of education were linked to behaviourist theories and 'transmission' models of learning, emphasizing measurable, observable behavioural achievements that can be clearly and rigorously assessed. Later models considered problem solving or expressive outcomes as being more flexible than behavioral objectives.
- Learning outcomes
- Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.