Ng Jia Yu
Department of Ophthalmology, University Hospital Ayr, Dalmellington Road, Ayr, Scotland, UK.
Perspect Med Educ. 2014 Dec;3(6):480-485. doi: 10.1007/s40037-014-0136-x.
Developing skills in performing basic slit-lamp biomicroscopy is an important element of the ophthalmology undergraduate curriculum. As a doctor working in an ophthalmology department, I often provide slit-lamp teaching for medical students. This paper describes a lesson plan for this technique using Gagne's nine events of instruction. The presented lesson plan is a combination of Gagne's nine events of instruction and Peyton's four-step approach. Gagne's nine events of instruction correlate with and address the mental conditions of learning when adult learners are presented with various stimuli. Peyton's four-step approach is a model for teaching practical skills that consists of demonstration, deconstruction, explanation, and performance. This article describes a slit-lamp biomicroscopy teaching session using Gagne's nine events of instruction. Each step is carefully elaborated with relevant activities to suit learners with various learning styles. Peyton's approach is used to teach the actual skill. This lesson plan is particularly relevant for tutors designing slit-lamp biomicroscopy teaching for undergraduate students, foundation doctors, general practitioners and emergency department staff. Ultimately, this lesson plan also serves as a model that is applicable for acquiring many other practical skills. The flexible adoption of Gagne's nine events of instruction in combination with other teaching models helps in the planning of effective teaching sessions.
培养基本裂隙灯生物显微镜检查技能是眼科本科课程的重要组成部分。作为一名眼科医生，我经常为医学生提供裂隙灯教学。本文描述了一个使用加涅教学九事件的该技术教案。所呈现的教案是加涅教学九事件与佩顿四步法的结合。加涅教学九事件在向成年学习者呈现各种刺激时，与学习的心理条件相关并涉及这些条件。佩顿四步法是一种教授实践技能的模式，包括示范、解构、解释和操作。本文描述了一个使用加涅教学九事件的裂隙灯生物显微镜检查教学课程。每个步骤都通过相关活动进行了精心阐述，以适应不同学习风格的学习者。佩顿方法用于教授实际技能。该教案对为本科生、住院医生、全科医生和急诊科工作人员设计裂隙灯生物显微镜检查教学的教师尤为重要。最终，该教案也可作为一个适用于掌握许多其他实践技能的模式。灵活采用加涅教学九事件并结合其他教学模式有助于规划有效的教学课程。
