Giving Great Tutorials
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Dont forget to refer to the resources in the right hand column which may help you.
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You are given permission to cut and paste anything out of Paddy McEvoy's book.
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Remember to see permision for any material that does not belong to you or Paddy. A permission request form can be found in the left hand column.
Pages: 10 sides of A4 (or less)
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Overall aim of this chapter: to give the reader (trainers mainly) ways of making tutorials have massive educational impact. How to really 'hook' and captivate the learner(s). What ingredients make really effective good tutorials? Is there any evidence about the things you mention? Compare the good and bad - using case examples. Discuss the move away from topic based tutorials to tutorials more focussed on the taxonomies of attitudes and skills.
- Setting aims and objectives: being specific, achievable, realistic, agreed by both parties
- The content - should be focused on the agreed aims, should be relevant to the GP trainee’s current needs and experience and to the reality of general practice. Where possible, teaching should be related to specific cases.
- If practical, the trainer should ensure that there are opportunities for the trainee to put new knowledge into practice soon after the teaching session.
- Structuring a tutorial eg Calgary Cambridge guide to giving a tutorial
- Adding sparkle to tutorials
- Group tutorials vs 1-1
- Examples of the good, the bad and the ugly
- Moving away from topic based tutorials to assessment of skills and attitudes: why?
- Anything else you can think of (this list is just off the top of my head)