by Nishani
Friday’s meeting with our supervisor involved a discussion on
the ways information is taught in medical school. I personally prefer the older method of
chalkboard/whiteboard teaching over slide presentations. I find that I learn better through this former method because it forces
the presenter to slow down how he/she describes the information. This was also the lecture method I was more
familiar with through my undergraduate study. However, I was intrigued to hear from my supervisor that very little is
actually learned during a lecture.
Coming from a predominantly math/physics background, I found that I tended
to rely on lectures to learn how to solve homework problems. This changed somewhat in medical school because
I knew I had to constantly review the volumes of information presented in lecture in order for it to
“stick.”
We then discussed how teaching techniques change through clerkship. During this particular week, I realized that I learned a lot of
information simply by being tested on the spot in a patient encounter.
One strategy that our preceptor used was to give clues to the questions
he asked by connecting them to seemingly unrelated topics. He made connections that forced us to “think
outside the box.” After the patient encounter,
he would bring out his collection of photos showing various physical findings
associated with a particular condition. I found both of these methods to be very useful
in reinforcing our knowledge.
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