AMEE Berlin 2002 Programme
AMEE Berlin 2002 Programme
AMEE Berlin 2002 Programme
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Session 9 Plenary<br />
1 The role of clinical experience in<br />
the acquisition of clinical<br />
reasoning: Implications for<br />
education<br />
Geoff Norman<br />
McMaster University Medical School, Dept of Clinical<br />
Epidemiology, 1200 Main Street West, Hamilton, ON L8N 3Z5,<br />
CANADA<br />
An extensive body of research in psychology and<br />
medicine indicates that many diagnostic problems aRe<br />
solved by recognizing their similiarity to a previously<br />
encountered specific example. This “exemplar-based”<br />
reasoning is both efficient and effective. However, if<br />
this is a critical component of expertise, we must give<br />
serious consideration to how students can obtain<br />
sufficient clinical exposure. The talk will review some<br />
of the research evidence in support of exemplar-based<br />
reasoning, and describe experimental tests of alternate<br />
instructional strategies.<br />
2 Keeping standards up to date<br />
Susanne Pruskil<br />
Medical Student, Charité, Medical Faculty of Humboldt-<br />
University, <strong>Berlin</strong>, GERMANY<br />
Wednesday 5 September<br />
- 4.103 -<br />
Medical knowledge is expanding and changing rapidly.<br />
Consequently standards in medical education should<br />
be adapted continuously. However our learning<br />
objectives are largely overstuffed, reflect specialty/<br />
departmental interests and their relevance is often<br />
unclear. The aim of a modern medical school should<br />
be to include a manageable, ever-adapting,<br />
interdisciplinary core curriculum. Relevant standards<br />
are of crucial importance for the self-directed<br />
undergraduate learner as well as for the lifelong<br />
postgraduate learner.<br />
3 Humour in medical education is<br />
like a box of chocolates …<br />
Ron Berk<br />
The Johns Hopkins University, 525 North Wolfe Street, Baltimore<br />
MD 21205-2110, USA<br />
This session will present research-based teaching<br />
techniques for integrating humour into your course<br />
handouts, examples, case studies, discussion questions,<br />
problems, tests, wedding invitations and parking tickets.<br />
Examples include quotations, cartoons, multiple-choice<br />
items, top 10 lists, anecdotes and skits/dramatizations<br />
with music. This presentation “boldly goes where no<br />
medical educator has gone before,” maybe!
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