Teaching pathology - Revision history

Mikael Häggström: Memorization

2023-08-15T08:25:44Z

Memorization

← Older revision		Revision as of 04:25, 15 August 2023
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	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.		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.
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	==See also==		==See also==

Mikael Häggström: MCQ

2023-03-14T02:59:05Z

MCQ

← Older revision		Revision as of 22:59, 13 March 2023
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	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.		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.
	<noinclude>		<noinclude>
	==See also==		==See also==

Mikael Häggström:

2023-02-06T01:48:26Z

← Older revision		Revision as of 21:48, 5 February 2023
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	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.		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.

Mikael Häggström: Redundant

2022-04-22T14:24:33Z

Redundant

← Older revision		Revision as of 10:24, 22 April 2022
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	~~==Teaching pathology==~~
	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.		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.

Mikael Häggström: space

2021-12-16T11:55:50Z

space

← Older revision		Revision as of 07:55, 16 December 2021
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	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.		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.
	<noinclude>		<noinclude>

	==See also==		==See also==
	*[[Learning pathology]]		*[[Learning pathology]]
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	</noinclude>		</noinclude>

Mikael Häggström: /* Teaching pathology */ why

2021-12-16T11:55:21Z

Teaching pathology: why

← Older revision		Revision as of 07:55, 16 December 2021
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	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.		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.		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.
	<noinclude>		<noinclude>

	==See also==		==See also==
	*[[Learning pathology]]		*[[Learning pathology]]
	{{Bottom}}		{{Bottom}}
	</noinclude>		</noinclude>

Mikael Häggström: Started

2021-12-16T11:50:55Z

Started

New page

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==Teaching pathology==
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.
<noinclude>
==See also==
*[[Learning pathology]]
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