tailieunhanh - Achieving Excellence in Medical Education - part 5

Chúng ta có thể yêu cầu học sinh thực hiện nhiệm vụ học tập độc lập là cá nhân hoặc thành viên của nhóm. Ví dụ, học sinh có thể phát triển các trường hợp viết-up được sử dụng trong việc giáo dục các học sinh khác. | 62 Achieving Excellence in Medical Education We could ask students to carry out independent learning tasks as individuals or members of groups. For example students might develop case write-ups to be used in educating other students. They could be challenged to make meaningful contributions to the clinical work of a department by assuming responsibility for helping to work up particular cases. Ideally the learning associated with such projects would be especially useful in the medical specialty they plan to enter. Such projects would enable them to avoid the kind of superficial learning that is a mile wide and only an inch deep by spending part of their time delving more deeply into topics of particular interest to them. Perhaps one of the greatest opportunities before medical educators is to define teams to which students belong. When third- and fourth-year medical students are on rotations such as internal medicine or surgery they function as team players with defined roles. The team consists of an attending physician a senior resident a junior resident and one or more medical students. In many cases this team remains together throughout the course of a month-long experience allowing members to get to know one another and work together to accomplish a shared mission. More of medical education could emulate this model. When students are asked during their surgery rotation whose team they are on they provide an immediate response. Asked the same question during some other phases of theír medical school career they may respond What team Instead of contributing they may feel that they are merely imposing on the faculty members and residents to whom they are assigned. Medical education is not only a cognitive process it is also a social process. Students appraisals of their educational experiences take into account more than simply how much they learned from books and lectures. To address this problem educators should look for opportunities to enable medical students