Medical student learn through various methods and as medical educators, we must cater to as many of these different learning types to ensure their success.
Upon graduation medical students must possess both theoretical knowledge and clinical skills. The first is supported by didactic teaching, in large group lectures and small group tutorials. The second is supported by time spent on the wards in the hospital.
Finding a balance between clinical time and didactic teaching time is difficult. What ratio would you suggest is ideal for undergraduate medical students during their clinical rotations? (ex. 60% of time in clinical activities, 40% in didactic/tutorials)
Does it make a difference if the student is in their final year?
Pishoy,
Have a look at the PAR model for guidance. The author Petty (2006, p.171) suggests the following:
P - Presentation by the teacher - Minimum 35% of lesson
A - Application by students - Minimum 60 % of lesson
R - Review of lesson - Minimum 5% of lesson
Petty, G. (2006) Evidence based teaching. 2nd edn. Cheltenham: Nelson Thornes
Regards
Rob
Hey Rob, Thank for the reply. From my understanding, the PAR model is usefull during tutorials and large group teaching. But do you think it is relevant in the clinical component of the medical degree.
You can argue, that lots of the "P" has already been undertaken in the pre-clinical years. I wonder if it as relevant towards the end of a medical students training?
Hi Pishoy,
Petty does suggest that the teacher does not have to slavishly follow the model. But, that if any one element is missing then the model will fail to be effective. PAR was the first model that sprang to mind and it appears to be adaptable. However, another suggestion would be Kolbs model of experiential learning, are you familiar with this?
Regards
Rob
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