Teaching pathology
Author:
Mikael Häggström [note 1]
Strive to always begin with the real life situation in which the point you want to teach is relevant for improving the management of a patient. If you can't think of a situation where something would relevant, generally don't teach it. Also, present them with all pertinent information that you can readily look up or ask from fellow trainees.
If possible, teach by giving students tasks from real cases and present to you what they would do. Until you know a student better, assume that the person is uneducated enough to need to ask or look up how to do something, but at the same time smart enough to only study what is needed to perform the task, so a greater responsibility means a greater need to study.
When making MCQs, keep the presentation brief, with only little irrelevant and/or misleading information. Everyday pathology work offers enough practice in finding the relevant information among medical records, lab results etc.
Only expect memorization to what is memorization-worthy (see the Learning pathology chapter). Memorized does not mean teach-worthy; just because you've memorized something yourself doesn't automatically mean it's worthy of memorization for others.
See also
Notes
- ↑ For a full list of contributors, see article history. Creators of images are attributed at the image description pages, seen by clicking on the images. See Patholines:Authorship for details.
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