Публикации из серии “Twelve Tips” (“Двенадцать советов”) предоставляют практические рекомендации в виде двенадцати коротких тезисов для тех, кто работает в выбранной области. Предлагаемые советы могут быть основаны как на личном опыте авторов, так и на существующих публикациях и доказательствах. При этом авторы должны четко прояснять, когда советы основаны на их личном опыте, а когда на результатах исследований.

Публикации из серии “Twelve Tips” в журнале Medical Teacher  содержат практические рекомендации по актуальным вопросам развития медицинского образования.

Twelve tips for efficient procedural simulation. Etienne Rivière, Danielle Saucier, Alexandre Lafleur, Miriam Lacasse & Gilles Chiniara.  Medical Teacher, 2017; 24 Oct 2017: 1-9

Twelve Tips: 1. Understand AI as both a mindset and an approach to training, 2. Establish clear curriculum outcomes for AI. Make sure your games match your goals, 3. Collaborate with experts in university theater departments, community theaters and/or improvisation ensembles, 4. Provide context for the technique, 5. Prepare your “stage”, 6. Establish trust and safety with appropriate sequencing of AI games, 7. Expect resistance, 8. Provide formative feedback throughout each game, 9. Emphasize the interdependence of the team, 10. Debrief and make connections between the games and learning objectives, 11. Evaluate your AI curriculum, 12. Commit to the exercises and have fun!

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. R. A. KUSURKAR, G. CROISET & OLLE Th. J. TEN CATE. Medical Teacher, 2011; 33: 978–982 

Twelve Tips:

1. Identify and nurture what students need and want, 2. Have students’ internal states guide their behaviour, 3. Encourage active participation, 4. Encourage students to accept more responsibility for their learning, 5. Provide structured guidance, 6. Provide optimal challenges, 7. Give positive and constructive feedback, 8. Give emotional support, 9. Acknowledge students’ expressions of negative effect, 10. Communicate value in uninteresting activities, 11. Give choices, 12. Direct with ‘can, may, could’ instead of ‘must, need, should’

Twelve tips for giving feedback effectively in the clinical environment. SUBHA RAMANI & SHARON K. KRACKOV. Medical Teacher, 2012; 34: 787–791

Twelve Tips:

1. Establish a respectful learning environment, 2. Communicate goals and objectives for feedback, 3. Base feedback on direct observation, 4. Make feedback timely and a regular occurrence, 5. Begin the session with the learner’s self-assessment, 6. Reinforce and correct observed behaviours, 7. Use specific, neutral language to focus on performance, 8. Confirm the learner’s understanding and facilitate acceptance, 9. Conclude with an action plan, 10. Reflect on your feedback skills, 11. Create staff-development opportunities, 12. Make feedback part of institutional culture

Twelve tips for peer observation of teaching. ZARRIN SEEMA SIDDIQUI, DIANA JONAS-DWYER & SANDRA E. CARR. Medical Teacher, 2007; 29: 297–300

Twelve Tips:

1. Choose the observer carefully, 2. Set aside time for the peer observation, 3. Clarify expectations, 4. Familiarise yourself with the course, 5. Select the instrument wisely, 6. Include students, 7. Be objective, 8. Resist the urge to compare with your own teaching style, 9. Do not intervene, 10. Follow the general principles of feedback, 11. Maintain confidentiality, 12. Make it a learning experience

 

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