Mr Faiblicur (April 2008) local
The tutor plays a huge role in stirring discussion and validating or rejecting the way the tutorial is going.
Knowledge needs many retrieval pathways to allow it to be useful in different situations
Elaboration does not equal connection
Transfer is most useful when there is a template in the beginning
It can be tremendously useful to gather information first-hand, from clinics or the wards.
Sending students out in pairs is a great way to go
Build in Family Health Teams, working with Dianne Delva
Much of our education is spent gathering information. This is an important skill, but should not be the focus of our time.
Our concern is that we have all the information needed to pass the exam. Educators need to provide the essence of this information so that we are not scrambling about.
Perhaps 10% of questions should be "search the literature and come up with evidence-based recommendations on what do do in a given situation."
10% of questions should be searching regulations/recommendations/etc.
20-40% of questions should be "explain to a patient the pro's and cons of each treatment option."
30% should be "illustrate the pathology behind a given condition or disease"
20% of time practicing clinical skills. Make this a central focus.
20% of time evaluating labs/imaging/etc.
10% of time - how can team work together?
Cases are way too long. Model off of minicases from last year.