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This is a final report for a 1994 National Teaching Development Grant funded by the Committee for the Advancement of University Teaching. The report summarises the medical studies project and provides information on the teaching development, objectives and major achievements.
This is a final report for a 1995 National Teaching Development Grant funded by the Committee for the Advancement of University Teaching. The report outlines the major objectives and achievements of the project and suggests applications for the medical teaching package developed.
This was the first in a series of five video tutorials on the human cranial nerves, made by The University of Adelaide for use by 2nd year dental students and 3rd year medical students. The video presents a clinical situation, using cartoons and actual specimens. Students summarise the information, identify problems and formulate hypotheses to explain clinical problems.
This site contains a database of biographical and archival information on Australian scientists. User and teacher's guides and links to topic themed exhibitions are included.
This brochure is one of a series on teaching students with disabilities. It discusses the impact of a psychiatric or psychological disability on learning, and how to communicate with, teach and assess students with psychiatric or psychological disabilities.
This journal article discusses issues relevant to the use of problem based learning in medical schools. It appeared in volume 183(5) of the electronic version of Australian Medical Journal.
This article, published in the Medical journal of Australia in 2005, discusses the requirements of quality feedback and suggests using the positive critique method with trainee medical staff. The article lists tips for best practice and summarises information in a take-home message. A list of references is included in the article.
This article, published in the Medical journal of Australia in 2006, discusses teaching new doctors and medical students in community and outpatient settings. The article addresses ways clinicians can avoid problems specific to ambulatory care teaching, the learnerâs expectations and key teaching and learning factors. It suggests ways to promote learning and gives tips for appraisal. Information is summarized in a cycle of learning framework and a take-home message. A list of references is included in the article.
This case study reports on a program of the Clinical Studies Unit at The University of Adelaide to train 'actors' as simulated 'patients' for student training.
Each case in the course is discussed over a two week period in 4 x 2 hour sessions. Six cases are covered per semester. By session 4 students come prepared to provide explanations for physical signs and to talk about diagnoses. Assessment is in the form of an ungraded pass/fail.
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