Abstract
Once again, in this section, we see the emphasis placed by the UK/Nordic group on adapting the teaching and learning to the learner’s needs. The power of learning only occurs when the information transmitted is ‘personalized’ by the learner, and so appreciated as relevant to his understanding and his needs. How then can we discover needs? David Metcalfe suggested that learning needs can be expressed as a Venn diagram (below).
‘Knowledge about a subject is what is left when we have forgotten all the information’.
Claes Kjær
‘I taught my tiger to whistle’.
‘But I can’t hear anything’.
‘I said I taught it, I didn’t say it learned’.
Jamie Bahrami
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References
Kumpusalo, E, Mattila, K, Virjo, I, Neittaanmki, L, Kataja, V, Kujala, S, Jskelinen, M, Luhtala, Rand Isokoski, M. Medical education and the professional needs of young physicians in Finland. To be published 1990.
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Futher Reading
Bligh, D 1972 What’s the use of Lectures? Penguin, Harmonsworth
Powell, L S 1973 Lecturing. Pitman Publication, London.
Brown, G 1982 The Medical Teacher. Churchill Livingstone, Edinburgh
Colyer, J Medical Education as Abuse. Br Med Jnl v 299 1989 pp 1408–1409
Bion, W 1961 Experiences in Group Work. Tavistock Publications
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© 1992 Springer-Verlag London Limited
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Kjær, C., Keinänen-Kiukaanniemi, S., Bahrami, J. (1992). Teaching Methods for General Practice. In: Lawrence, M., Pritchard, P. (eds) General Practitioner Education. Springer, London. https://doi.org/10.1007/978-1-4471-1960-9_4
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DOI: https://doi.org/10.1007/978-1-4471-1960-9_4
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