--- Adrian Fogarty <[log in to unmask]> wrote:
> But
> isn't it reasonable also to make judgements based on
> rational analysis, or
> on personal experience? Surely this is valid, not
> least because there are
> different styles of learning. So different teaching
> techniques will appeal
> to different learners. Besides I hate being told how
> to do my job by
> psychologists, whether that be how to communicate
> with my patients, my
> juniors or my students. I do however have huge
> respect for others in my
> field who do this well i.e. role modelling.
>
> Besides many of you have stated how you had some
> brilliant teachers at med
> school. My point is simply that traditional methods
> work well in some hands.
> Looking at the whole curriculum, I'm very
> traditionalist. I believe in
> building the foundations before being let loose on
> the wards. Several
> students have written complaining that they were
> taking histories but not
> really understanding the process because they hadn't
> done their pathology
> yet. I apply the same principles to a tutorial; I
> start with basics and
> build towards the complete process. I'm not sure if
> you need a trial to
> study this, and I imagine it would be incredibly
> difficult to trial it
> properly in any case. Of course a psychologist might
> have the time...!
>
Well I have heard similar arguments against evidence
based medicine. What's the point of doing a study, I
KNOW what works and anyway I'm too busy seeing
patients to be able to look at what I'm doing!
I'm also not sure what aspects of "traditional"
teaching you are so concerened have been lost. Taking
questions before a summary and the use of a real time
run through at the start of skills teaching are hardly
major enough to warrant a charge of destroying all
that is good in traditional teaching.
Cheers Fred.
P.S. As regards the good teachers I experienced at med
school, they were innovators rather than
traditionalists. One of the best, Jason Brice, who
taught neuro anatomy was a great advocate of using all
the senses for learning. He had us colouring in
outlines of the tracts in the spinal cord long before
anatomy colouring books became fashionable.
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