Abstract
A doctor’s life is often one of continuous learning. With the progress of Medicine it is important to stay up to date with developments and advancements. New roles with career progression means that further knowledge has to be acquired, new skills (clinical or non-clinical) to be mastered.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Famous quotes at brainyquote. www.brainyquote.com. Accessed on 23 Sept 2014.
Dunn R, Dunn K. Using learning styles data to develop student prescriptions. In: Keefe JW, editor. Student learning styles diagnosing and prescribing programs. Reston: National Association of Secondary School Principals; 1979.
Dunn R, Dunn K. Teaching elementary students through their individual learning styles. Boston: Allyn & Bacon; 1992.
Kolb D. Experiential learning: experience as the source of learning and development. Englewood Cliffs: Prentice Hall; 1984.
Banning M. Approaches to teaching: current opinions and related research. Nurse Educ Today. 2005;25(7):502–8.
Masters K. Edgar Dale’s pyramid of learning in medical education: a literature review. Med Teach. 2013;35(11):e1584–93.
Lalley JP, Miller RH. The learning pyramid: does it point teachers in the right direction? Education. 2007;128(1):64–79.
Hjortdah P, Laerum E. Continuity of care in general practice: effect on patient satisfaction. BMJ. 1992;304(6837):1287–90.
The free dictionary. http://www.thefreedictionary.com. Accessed on 25 Sept 2014.
Akhtar KS, Chen A, Standfield NJ, Gupte CM. The role of simulation in developing surgical skills. Curr Rev Musculoskelet Med. 2014;7(2):155–60.
Herrmann-Werner A, Nikendei C, Keifenheim K, Bosse HM, Lund F, Wagner R, Celebi N, Zipfel S, Weyrich P. “Best practice” skills lab training vs. a “see one, do one” approach in undergraduate medical education: an RCT on students’ long-term ability to perform procedural clinical skills. PLoS ONE. 2013;8(9):e76354. doi:10.1371/journal.pone.0076354.
Birnbaumer DM. Teaching procedures: improving “see one, do one, teach one”. CJEM. 2011;13(6):390–4.
Lenchus JD. End of the “see one, do one, teach one” era: the next generation of invasive bedside procedural instruction. J Am Osteopath Assoc. 2010;110(6):340–6.
Rodriguez-Paz JM, Kennedy M, Salas E, Wu AW, Sexton JB, Hunt EA, Pronovost PJ. Beyond “see one, do one, teach one”: toward a different training paradigm. Postgrad Med J. 2009;85(1003):244–9.
Mason WT, Strike PW. See one, do one, teach one–is this still how it works? A comparison of the medical and nursing professions in the teaching of practical procedures. Med Teach. 2003;25(6):664–6.
Lloyd D. A concept of improvement of learning response in the taught lesson. Vis Educ. 1968;34:23–5.
Bligh D. What’s the use of lectures? 5th ed. England, UK: Intellect, Exeter; 1998.
Ruhl KL, Suritsky S. The pause procedure and/or an outline. Effect on immediate free recall and lecture notes taken by college students with learning disabilities. Learn Disabil Q. 1995;18(1):2–11. Winter.
Weaver RL, Cotrell HW. Mental aerobics: the half sheet response. Innov High Educ. 1985;10(1):23–31.
Miller GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9 Suppl):S63–7.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Charalambous, C.P. (2015). Learning and Teaching. In: Career Skills for Doctors. Springer, Cham. https://doi.org/10.1007/978-3-319-13479-6_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-13479-6_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-13478-9
Online ISBN: 978-3-319-13479-6
eBook Packages: MedicineMedicine (R0)