Designing A Theatre Learning Guide For Medical Students

2093 Words Nov 11th, 2014 9 Pages
1. Introduction:

Medical education is mainly based on learning at the work place. In year 3 and year 4 students spend 80% of their time learning in their clinical placements. In specialities like surgery and gynaecology, theatre learning is quintessential. Often theatre is the place where students feel uncomfortable and learning is ignored. In this assignment I set out to create a theatre learning guide for medical students attached to the RHCN Unit.
2. Development of learning guide:
When I started developing the learning guide, I thought of the main issues and have presented them as questions. I have then tried to answer them based on the theory and evidence to support or refute it.
How do I adapt all learning styles in my theatre guide, Do I really need to?
Theatre environment has unique advantages and disadvantages. After undertaking the learning inventory, I felt that every student should have one of these and we should deliver the teaching in the way they prefer. Thinking about the Experiential theory, I learn different things by different styles and probably so is the case for most learners. The sensory stimulation theory (Laird 1985) suggested that adult learners learn 75% by seeing, 13% by hearing and 12 % by other senses. Reg Revans went to the extent of proposing that there could be no learning without action (ref). However I think this is not true in surgery, most learning happens by observing and understanding. In my experience, 'learning by doing ' builds…
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