Lectures should be detailed, rather than being diffuse and abstract. The lecture notes and practice tests should be followed up by more detailed tutorial discussions and laboratory simulations if required. And finally clinical teaching should never be just a matter of memorizing facts or making canned presentations. The classroom should nurture contextual knowledge, critical thinking and analysis with the emphasis on understanding rather than merely on recalling concepts. Unlearning also must be just as important as learning in the initial stages of a course. Students should be empowered by the experience and responsibility of self learning and direct observation.
Geadfeith,a medical student in 1968, in his pioneering work on the curriculum for didactic medical education argued that scientific training must begin by being able to develop, evaluate and defend hypotheses concerning the natural world. Its later stages should include the seeking of truth through clinical observations and measurement. Later he has admitted that the methods by which his radical concept was tested were so simple and intuitive that they left little or no trace in the published form of his work. In the introduction of his book, he talks about first learning from the experience of his schoolmates, of his teachers, of his mentors and of his assistants on the wards. It is not on the printed page, but in the laboratory and in the clinic that we learn. With this background I press the reader, at last, to accept the tale. Whether one be struck by the account of the inventor concerning his seminal experience in learning or by the spontaneous views of other nursing students who tried out his programme, or by the results gathered by pupils later, the lesson remains timeless.
M & B are unique in their content in several ways. They are large tutorial courses and are usually divided into two parts. The two are separated by an interval of time, say a week, so that even while the second part of the course is being taught the students of the first part are still revising. At the end of each section there is not a summative examination for the section but for the course. The exam for the course is usually in the form of a short written paper; formats employed are sketches, essays, laboratory reports, a model analysis, extensive figures, and a compilation of class data, all covered in a short time frame. d2c66b5586