----- Original Message -----
From: "A S Lockey"
Subject: Re: Decline of Anatomy
> But would you have had as much of an idea if someone had given you a
manual
> on driving a car without having seen it done before? Watching your father
> gave you a frame of reference to build your learning upon when you started
> to learn yourself. You are taking a very good analogy to an extreme by
using
> the touch-typing example. Sure - just because you watch someone
> touch-typing, it doesn't mean you can do it yourself. It does however mean
> that if you are beginning to learn that subject, you know what they mean
> when they talk about hand position etc. as you have seen a role model
> demonstrate a good example as a baseline. The real time run through is not
> an isolated stage, but part of a bigger plan!
Yes I see what you're getting at Andy. It's just that your students will
already have seen an intubation dozens of times, or a chest drain inserted,
or a surgeon suture, maybe hundreds of time. By all means show it to them
again, but it seems wasteful at the start of your tutorial. What they really
need at the start is a breakdown and explanation of the process. I believe
however that it can be very instructive to do a "real time" demo later on,
after they've grasped the basics, just to let them know how to piece it all
together in a slick fashion. Can't you see that it might be intimidating to
do a really slick manoeuvre in front of a bunch of students at the start,
and then say to one of them, "have a go"! That's bizarre. Basically I prefer
to teach skills "in reverse" of this; it seems logical, it builds up to the
whole manoeuvre after putting together the building blocks, and it's
non-threatening - a bit like learning to drive. Have ALS done controlled
trials? I doubt it, it's their "theory" and they just expect everyone to
follow suit.
Adrian
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