Preston-Whyte M E, Fraser R C, McKinley R K
Department of General Practice, School of Medicine, University of Leicester, UK.
Med Teach. 1993;15(2-3):141-6. doi: 10.3109/01421599309006707.
A faculty development programme for general practice clinical teachers offered a skills development workshop which specifically addressed the skills needed when teaching and assessing students consulting with patients. The course was sequential, that is, a group moved on to a new skill only when its members could demonstrate mastery of a lower-order skill. Participants practised skills and received feedback on their performance from peers and learners (students and trainees). Participants comments about the course were highly favourable and the majority foresaw a general improvement in their own personal consultation skills as a result. They recognized that the use of a valid and reliable set of criteria (the Leicester Assessment Package) was essential in order to make correct judgements about consultation performance before instituting remedial teaching.
一项针对全科临床教师的师资发展计划提供了一个技能发展工作坊，该工作坊专门针对在教学和评估学生与患者会诊时所需的技能。该课程是循序渐进的，也就是说，只有当小组成员能够展示出对低阶技能的掌握时，才会进入新技能的学习。参与者练习技能，并从同行和学习者（学生和实习生）那里获得关于他们表现的反馈。参与者对该课程的评价非常积极，大多数人预计自己的个人会诊技能会因此得到普遍提高。他们认识到，使用一套有效且可靠的标准（莱斯特评估包）对于在开展补救教学之前对会诊表现做出正确判断至关重要。
