Browsing by Author "Gibbs, T.J."

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    Effective teaching through active learning
    (MedPharm Publications, 2005) Gibbs, T.J.; Brigden, D.; Hellenberg, D.A.
    There can be very few practitioners whose daily working life is not involved someway in teaching or learning. Used in its broadest sense, we engage teaching everyday in our advice to patients, and conversely we learn from each of our patients. As we move inexorably towards compulsory reaccredidation for all practitioners, purposeful and effective continuing professional development takes over from the previously passive continuing medical education model. As Universities and Medical Schools recognise where most healthcare occurs and see the benefits of community-based education, increasing numbers of undergraduate and postgraduate students pass daily through our surgery doors. No doubt, the majority of busy practitioners see these activities as an increased workload rather than an opportunity, a stress factor rather than a possibility to develop in their personal lives.
    In this article, we wish to suggest how some of our daily practice activities can be seen as opportunities to teach and learn; how by using the principles of being an effective teacher, we can create learning situations for all.
    "Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn". Loris Malaguzzi
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    From learning portfolios to personal development plans
    (Taylor & Francis, 2005) Gibbs, T.J.; Hellenberg, D; Brigden, D
    Previous articles have focused on the need to recognise and implement modern educational theory in practice, to make learning a continuous, lifelong activity, and to relate learning to outcome measures. For each of these, the medical practitioner has to develop the appropriate tools for these concepts to be implemented and to be successful. But how do practitioners appraise what they have been involved with or map what they intend to carry out in the future, or make themselves ready for a future when accreditation and re-accreditation are realistic outcome measures?
    In this article we put forward, for discussion, the use of modified learning portfolios, which, when combined with a personal development plan, act as an educationally directed developmental tool to identify educational and training needs, as well as to record individual progress and success. We will draw a comparison between this type of portfolio and the standard curriculum vitae, whilst demonstrating the potential for a learning portfolio to be a useful adjunct to a curriculum vitae.
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    Mentoring in medical practice
    (MedPharm Publications, 2005) Gibbs, T.J.; Hellenberg, D.A.; Brigden, D.
    Previous articles in this series have defined words and concepts that guide our thinking in the areas of teaching and learning, set in the greater world of education; but what happens in the quiet and often lonely world of individual practice?
    As we reflect upon our pasts, many of us recognise that we have at some point in time engaged with a significant figure who has had a long term and positive influence on our personal development; someone who has the unusual and valuable qualities that mean that whatever else is happening to them personally, they maintain a genuine interest in at least one other person's development. All too frequently, this becomes an isolated event; a lost activity from which there is limited gain. This article explores how, as busy practitioners, we may think of using the principles implied in this experience and build upon them to facilitate a powerful and cost effective method that encourages personal development.