Abstract:
:A faculty development programme for general practice clinical teachers offered a skills development workshop which specifically addressed the skills needed when teaching and assessing students consulting with patients. The course was sequential, that is, a group moved on to a new skill only when its members could demonstrate mastery of a lower-order skill. Participants practised skills and received feedback on their performance from peers and learners (students and trainees). Participants comments about the course were highly favourable and the majority foresaw a general improvement in their own personal consultation skills as a result. They recognized that the use of a valid and reliable set of criteria (the Leicester Assessment Package) was essential in order to make correct judgements about consultation performance before instituting remedial teaching.
journal_name
Med Teachjournal_title
Medical teacherauthors
Preston-Whyte ME,Fraser RC,McKinley RKdoi
10.3109/01421599309006707subject
Has Abstractpub_date
1993-01-01 00:00:00pages
141-6issue
2-3eissn
0142-159Xissn
1466-187Xjournal_volume
15pub_type
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