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签名过程聚光灯:医生/医患关系

教我确认m UGS 303 course eight times over a five-year period, to between 100 and 150 students each time it has been offered. The size of the course is a noteworthy challenge. As noted by Hensley & Oakley (1998), “The solution is to develop innovative methods of classroom instruction that can reduce, if not eliminate, many of the difficulties inherent in the mass class.” These and other creative pedagogical techniques can be applied successfully in a broad range of courses regardless of class topic and size.

作为一个医生凭借近60年的临床经验,笔者认为,健康教育的各个方面,即使是最理论,必须让老师和学生之间的个人连接的创建。教这必须是相关的,有魅力,体验;因为他们认识到,新兴相信经历必须由所有在课堂上涉及的老师和学生,以及自查之间的信任创建。学习经验就像是并行处理的医疗保健提供者与患者的关系。

我们如何能够创造气氛,这在大型讲座类债券学生和老师之间?我所制作的技术包括以下内容:建立目光接触与学生在整个班级,用温暖的声音有关色调,造型脆弱性在艰难的对话,彼此的论文的学生评语上课时,使用敏感的文献,的诗歌,和医生的一部关于他在垂死的病人遗憾工作。通过尝试用指令的这些方法,我努力创造与我的同学100-150在同一时间最亲密的可能的连接。

Steve Sonnenberg teaching his Signature Course

Reference: Hensley, TR & Oakley, M. (1998). The challenge of the large lecture class: Making it more like a small seminar. Political Science & Politics, 31(1): 47-51.