All Journals from Nicola Cooper
I read the article, ‘Is the AIM curriculum, for higher specialty training, fit for purpose’ with interest.
However, I disagree with the author on a number of points. First, a curriculum is ‘everything that happens in relation to an educational programme’, not a document setting out intentions and expectations.
Abstract
Most junior doctors learn common practical procedures, like lumbar puncture, on the job. This usually involves unstructured observation, demonstration and then supervised practice. Thus, most doctors have learned to perform a lumbar puncture without studying the theory of the procedure in any detail. The result is that patients experience less than optimal care, and more complications than necessary. This article first outlines some educational principles with regard to teaching and learning practical procedures and then describes the theory of diagnostic lumbar puncture.
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Abstract
AMU ward rounds can be busy, and many consultants feel they are ‘too busy to teach’. Yet the AMU is a rich learning environment. If we take the starting point that teaching is not the same as learning, how can consultants facilitate learning during a busy AMU ward round?
Opportunistic teaching requires some planning but can easily be incorporated in to the business of the working day. Good educational practice requires some knowledge however. This article aims to give physicians some understanding and tips on teaching on the AMU ward round.
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