Tonight we had an EMQ and 5 essay plans.
Essay 71 is an example of a topic that you probably don't know much about.
Try to produce and answer without looking up references.
You may get a topic like this is the exam and it is good to have practised how to scratch around for enough marks to pass - you will surprise yourself by how much you manage to come up with.
Critically evaluate the uses of the levonorgestrel intra-uterine system, LNG-IUS.
You have been asked to review your departmental policy for the use of anti-D.
1. Justify how you will go about the process. 8 marks.
2. Outline the key issues to be included in the document. 12 marks.
A woman attends the antenatal clinic at 36 weeks. She had read an article in a woman’s magazine about the merits of umbilical cord blood banking and would like to have this done.
1. Justify the history you will take. 4 marks
2. Justify the investigations you will arrange. 2 marks
3. Justify your management. 14 marks
You have been asked to write a protocol for the diagnosis and management of umbilical cord prolapse.
1. Justify the steps you will take. 6 marks
2. Justify the key advice you will include in the protocol. 14 marks
You have been asked to prepare a lecture on risk management in gynaecology for the trainees in your department.
Critically evaluate the key messages you will include in the presentation.
I am not an expert in this topic and offer this as some help to working out answers if you get a question on teaching methods, which apparently has happened. If you are an expert and can help to improve what follows, that will be much appreciated.
If you get a question in the exam, please try to remember as much as possible, particularly the option list and send it to me.
There are often a variety of different techniques that could be used. I would guess that the exam committee will take care to restrict the option list so that it is clear which is the best option.
The following scenarios relate to medical education
Pick one option from the option list.
Each option can be used once, more than once or not at all.
EMQ: extended, matching question.
PBL: problem-based learning.
A woman is admitted with an eclamptic seizure. The acute episode is dealt with and she is put on an appropriate protocol. You wish to use the case to outline key aspects of PET and eclampsia to the two medical students who are on the labour ward with you. Which would be the most appropriate approach?
You have been asked to provide a summary of the key aspects of the recent Maternal Mortality Meeting to the annual GP refresher course. There are likely to be 100 attendees. Which would be the most appropriate approach?
You have been asked to teach a new trainee the use of the ventouse. Which would be the most appropriate approach?
You have been asked to teach a group of medical students about PPH. To your surprise you find that they have good basic knowledge. Which technique will you apply to get the most from the teaching session?
Your consultant has asked you to get the unit’s medical students to prepare some questions about breech delivery which they can ask of their peers when they next meet. Which technique will you use?
You have been asked to discuss 2ry. amenorrhoea with your unit’s medical students. You are uncertain about the amount of basic physiology and endocrinology they remember from basic science teaching. Which technique will you use?
The RCOG has asked you to chair a Green-top Guideline development committee. You find that there is very little by way of research evidence to help with the process. The College has assembled a team of consultants with expertise and interest in the subject. Which technique would be best to reach consensus on the various elements of the GTG?
Which of the listed teaching techniques is least likely to lead to deep learning?
An interactive lecture with EMQs is the best method of teaching. True or false.
Only 20% of what is taught in a lecture is retained. True or false.
The main role of the teacher is information provision. True or false.
The main role of the teacher is to be a role model. True or false.
3. cream cake circle.
4. Delphi technique.
5. demonstration & practice using clinical model.
6. doughnut round.
7. interactive lecture with EMQs.
9. 1 minute preceptor method.
10. teaching peers / junior colleagues
11. schema activation.
12. schema refinement.
13. small group discussion.