By Jonathan Sherbino (@sherbino) This is the seventh post in a series on systematic education design. (Here are the previous topics: introduction, needs assessment, objectives, instructional methods.) Today’s topic is assessment. (As an aside, assessment […]
By Jonathan Sherbino (@sherbino) This past week I presented at the Canadian Association of Emergency Physicians national conference on the “Flipped EM Classroom.” The discussions that stemmed from the session suggest that experimentation with the reverse/flip […]
One of the contemporary challenges of medical education is balancing the need to appropriately credential the rapidly expanding field of medicine, while ensuring coordinated care for the global needs of a patient. (Of course, Osler […]
Last week I shared some key tips on aligning instructional methods with the learning objectives of a curriculum. The blog also addressed an approach to teaching procedures. Today, the topic is clinical (bedside) teaching. The […]
On Tuesday, I shared Sue Dojeiji’s and Lara Cooke’s overview of common instructional methods. Today, I want to focus on teaching procedures. For the master clinician, it may be hard to deconstruct the necessary steps […]