Study Skills Development Medics 2

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  • Show them an example of a portfolio at this point and give out templates? 5 mins to talk amongst each other about how they may use them and what they would like to include?
  • Study Skills Development Medics 2

    1. 1. Study Skills Development<br />Rachel Westacott<br />Marta Ulanicka<br />
    2. 2. Learning outcomes: help or hindrance? <br />How often do you look at the learning outcomes for a given block?<br />Feedback<br />
    3. 3. Learning outcomes: a suggestion<br />They identify precisely what you need to be able to do and know for a given block. <br />They will guide and provide structure to your learning.<br />Put the learning outcomes at the centre<br />They will help you to make connections between theory and practice.<br />They are worded in a practical way to ensure that you are learn how to be a doctor, not just how to pass exams.<br />
    4. 4. How do I know I have met the learning outcomes?<br />http://commons.wikimedia.org/wiki/<br />File:Cough_medicine.jpg<br />lecture notes<br />self-study notes<br />learning objects<br />index cards, pictures, diagrams, handouts, patient literature, objects such as prescriptions<br />learning events<br />Record instances where you learned something significant.<br />Prove it to yourself:<br />gather evidence<br />
    5. 5. A portfolio<br />“…a collection of […] a person's work, typically intended to convey the quality and breadth of his or her achievement in a particular field.” (Oxford English Dictionary)<br />from www.flickr.com/photos/xenlab/2629980880/<br />from www.flickr.com/photos/nicokaiser/937865/<br />
    6. 6. How do I know I have met the learning outcomes?<br />http://commons.wikimedia.org/wiki/<br />File:Cough_medicine.jpg<br />lecture notes<br />self-study notes<br />learning objects<br />index cards, pictures, diagrams, handouts, patient literature, objects such as prescriptions<br />learning events<br />Record instances where you learned something significant.<br />Prove it to yourself:<br />gather evidence<br />
    7. 7. What is a critical incident?<br />An event which:<br />introduces something new; and/or<br />is significant in some way; and/or<br />provides scope for learning.<br />It might consist of an encounter with a particular:<br />patient (& therefore condition)<br />drug<br />procedure<br />… or another type of event.<br />
    8. 8. Recording learning: Journal writing<br />Patient<br />Event<br />Drug<br />Procedure<br />record it<br />map it to learning outcome(s)<br />relate it to theory<br />
    9. 9. Reflective writing?<br />“Reflective writing is writing which involves '… consideration of the larger context, the meaning, and the implications of an experience or action' (Branch & Paranjape, 2002, p. 1185). In medical and health science courses you are required to produce reflective writing in order to learn from educational and practical experiences, and to develop the habit of critical reflection as a future health professional.”<br />(http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/1.xml)<br />Some of the writing which you produce as part of your journal might be reflective, and some might be purely factual.<br />To find out more about reflective writing in medicine see: <br />http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/index.xml<br />
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    11. 11.
    12. 12. Contacting us and staying in touch<br />2nd floor, <br />David Wilson library <br />www.le.ac.uk/succeedinyourstudies<br />(0116) 2522004<br />studyhelp@le.ac.uk<br />www.facebook.com/uolstudy<br />www.twitter.com/uolstudy<br />

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