By U. Muntasir. Rochester College. 2017.

HOW TO DEFINE YOUR PROJECT / 13 SUMMARY X You must take time to think about your research as this will save you problems later buy generic propranolol 10mg on-line. X When you’re thinking about your research safe 40 mg propranolol, ask your- self the five ‘Ws’: – What is my research? X Discuss your sentence with your tutor or boss and re- vise if there is any confusion. The first thing you need to do is to think about your research methodology. This is the philosophy or the general princi- ple which will guide your research. It is the overall ap- proach to studying your topic and includes issues you need to think about such as the constraints, dilemmas and ethical choices within your research. Now that you have read Chapter 1, some of these issues will be fresh in your mind. Your research methodology is different to your research methods – these are the tools you use to gather data, such as questionnaires or interviews, and these will be discussed in Chapter 3. UNDERSTANDING THE DIFFERENCE BETWEEN QUALITATIVE AND QUANTITATIVE RESEARCH When you start to think about your research methodol- ogy, you need to think about the differences between qua- litative and quantitative research. Qualitative research explores attitudes, behaviour and ex- periences through such methods as interviews or focus groups. As it is attitudes, behaviour and experiences 14 HOW TO DECIDE UPON A METHODOLOGY / 15 which are important, fewer people take part in the re- search, but the contact with these people tends to last a lot longer. Under the umbrella of qualitative research there are many different methodologies. If you wish to pursue any of these in more depth, useful re- ferences are included at the end of this chapter. Quantitative research generates statistics through the use of large-scale survey research, using methods such as questionnaires or structured interviews. If a market re- searcher has stopped you on the streets, or you have filled in a questionnaire which has arrived through the post, this falls under the umbrella of quantitative research.

Design The design of an OSCE is usually the result of a compromise between the assessment objectives and logistical constraints; however trusted propranolol 40mg, the content should always be linked to the curriculum proven propranolol 10 mg, What skills should trainees have acquired as this link is essential for validity. Using many short stations should generate scores that are sufficiently reliable for making pass-fail decisions within a reasonable testing time. The number of students, time factors, and the availability of appropriate space must also be considered. Questions to answer when designing an OSCE 32 Skill based assessment Planning Planning is critical. Patients and standardised patients can be Tasks to do ahead recruited only after stations are written. Checklists must be reviewed before being printed, and their format must be x Create blueprint x Set timeline (how long do we need? The result is increased cost x Print marking sheets, make signs and wasted time. Several x Plans for the examination day: diagram of station layout; directions methods for setting standards have been used, with the Angoff for examiners, standardised patients, and staff; possible registration method described below being the most commonly used. Costs OSCE costs vary greatly because the number of stations determines the number of standardised patients, examiners, and staff required. Whether or not faculty members volunteer to write cases, set standards, and examine is also a significant The fixed costs of running an OSCE factor. Developing the stations Administering an OSCE twice in one day OSCE stations have three components. The stem must clearly state the task—for example, “in the next eight minutes, conduct a relevant physical examination. These items should be In the next eight minutes, conduct a relevant physical examination reviewed and edited to ensure that (a) they are appropriate for the level of training being assessed, (b) they are task based, and (c) they are observable (so the observer can score them). The length of the checklist depends on the clinical task, the Checklist Examiner to fill in box for each item that trainee successfully completes time allowed, and who is scoring. A checklist for a five minute Marks station that is testing history taking may have up to 25 items if a ❑ Drapes patient appropriately 2 faculty observer is doing the scoring. If a patient or standardised ❑ Inspects abdomen 1 patient is doing the scoring, then fewer items should be used.

He went to Brazil on two occasions as a visiting professor under the aegis of the British Council buy propranolol 40mg line, and inau- gurated a system of training for Brazilians in this country buy generic propranolol 20mg line. He went to Canada at the invitation of the Canadian Orthopedic Association. He had been a member of the British editorial board of The Journal of Bone and Joint Surgery, and traveled and spoke as a member of the British Orthopedic Travelling Club. But he remained essentially as he always was—a teacher, a clini- cian, an original thinker—and he was always as ready to listen to the views of others as to put forward his own. No account of Dillwyn’s services to orthopedic surgery would be complete without reference to the man himself. Quiet and unassuming as he was, he had complete authority in committee or discussion, and when he rose to speak at a meeting he would be heard with careful attention. He was a born teacher, because he liked young Dillwyn EVANS people and liked imparting his knowledge, and 1910–1974 his services to orthopedic surgery in Wales in this respect have been immense. To the writer, Dillwyn Evans intended originally to become an however, his most impressive attribute was his ear, nose and throat surgeon, but after house clinical honesty. The history was always taken appointments at the Prince of Wales Orthopedic with the same meticulous care, the examination Hospital and at Oswestry he eventually joined was never hurried, and the conclusion was his friend and teacher A. Parker in Cardiff, reached after due consideration; there were where he remained until his death. He cial ischaemic lesions of the limbs, a subject that came of farming stock and, although he did not he regarded as particularly important because of farm himself, he allowed one of his daughters its medicolegal implications; and on eosinophil to marry a farmer, and so had the best of both granuloma. Eighteen important contributions to surgery have arisen months previously he had suffered a severe from simple ideas, and Dillwyn’s work on feet is hemiplegia, but with immense courage and with 100 Who’s Who in Orthopedics the devoted help of his wife, herself once a phys- The success of his professional life was in iotherapist, he had recovered well enough to contrast to the tragedy of his personal life. His enable him to resume teaching and outpatient marriage ended abruptly when his lovely wife work, and to lead an active life.

It continues to fall until it reaches the lowest point half an hour into your lecture or seminar buy generic propranolol 80mg online. Varying your presentation style by showing an overhead or using a flipchart is a useful way of gaining students’ attention at these points (Gibbs 1992) propranolol 20 mg with amex. Help students remember information We know that people remember only 10 per cent of what they read and 20 per cent of what they hear. They are likely to remember 30 per cent from 140 PREPARING MATERIALS FOR TEACHING 141 visual images, which is increased to 50 per cent when this is combined with listening. Increase understanding of your message Written teaching materials provide an additional means of giving explana­ tions, examples, background facts and figures. Provide structure both for the students and yourself Overheads and handouts are useful as an aide-mémoire for the presenter and form a framework to support the spoken message. Planning Before deciding on the teaching materials you would like to use, you need to have done some essential decision making. Know your objectives Be specific about what you want to have achieved by the end of your teach­ ing session. Determine the learning outcomes What are the learning outcomes for the students? Decide on the content What information is essential to make sure you fulfil your objectives and ensure the students’ learning outcomes are achieved? This is the stage at which you will start to think about the teaching materials you will use to help you deliver this message. They can: ° Reinforce – use them to present your message using different formats. Look through your session plan and identify where you might want to use some additional teaching material. For example, we know students’ atten­ tion is low 30 minutes into a session, so material designed to alert might be of use at this point. At another point you may want to show a graph as evi­ dence to support your spoken message.