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Triangular model integrating clinical teaching and assessment

Authors Abdelaziz A, Koshak E

Received 21 May 2013

Accepted for publication 29 October 2013

Published 4 March 2014 Volume 2014:5 Pages 61—64

DOI https://doi.org/10.2147/AMEP.S48789

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 4


Adel Abdelaziz,1,2 Emad Koshak3

1Medical Education Development Unit, Faculty of Medicine, Al Baha University, Al Baha, Saudi Arabia; 2Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt; 3Dean and Internal Medicine Department, Faculty of Medicine, Al Baha University, Al Baha, Saudi Arabia

Abstract: Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment.

Keywords: curriculum development, teaching, learning, assessment, apprenticeship, community-based settings, health service-based settings

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