The Physician as Teacher |
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Page 66
... feel very upset , because I think my lecture must be unhelpful . Is that true ? " 2. " When you are rude to the office nurse , I get worried because if you do that in your future practice , you may have significant office staff problems ...
... feel very upset , because I think my lecture must be unhelpful . Is that true ? " 2. " When you are rude to the office nurse , I get worried because if you do that in your future practice , you may have significant office staff problems ...
Page 120
... feeling right now about this patient ? 2. What is there about this patient , what is he / she doing or saying that causes you to feel this way ? 3. What is there about your past experiences or attitudes that contrib- ute to you feeling ...
... feeling right now about this patient ? 2. What is there about this patient , what is he / she doing or saying that causes you to feel this way ? 3. What is there about your past experiences or attitudes that contrib- ute to you feeling ...
Page 180
... feel confident that you have common sense and can develop an educated eye . We hope that this book has added to your knowledge of teaching and learning so that you will feel equipped to become an educational connoisseur . The benefit to ...
... feel confident that you have common sense and can develop an educated eye . We hope that this book has added to your knowledge of teaching and learning so that you will feel equipped to become an educational connoisseur . The benefit to ...
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ambulatory care Ambulatory Teaching andragogy aneurysm answer approach appropriate assessment attending physician Attentive Silence attitudes bedside teaching behaviors chapter clerkship clinical problem solving clinical teaching cognitive connoisseur creative critical dents described diagnosis effective evaluation example experience facts faculty family practice feel giving feedback goals group discussion leader hospital important inpatient teaching instruction interaction interpersonal knowledge learning objectives lecture medical education medical school medical students medical teachers morning report needs negative feedback Negotiation and Challenge observation open-ended pain participants passive patient performance physi physical examination Physician as Teacher physician-patient relationship positive feedback preceptorship presented primary primary care psychosocial requires resi responsibility rotation Rounds and Morning seduction group specific stimulate Stritter student or resident students and residents style suggests teacher and learner teacher-learner relationship teaching rounds teaching skills teaching techniques tion tive treatment types understand venipuncture