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Biomedical subjects

M H Gelula

Publications and source records attributed to M H Gelula.

8 recordsLinked to original sources
PubMed1997

Preparing and organizing for a lecture.

In a lecture, developing a strong organization assures strong delivery and a clear message. In this article preparation steps that will support the lecture are identified and described. These steps include: understanding the background and needs of the audience, establishing a clear purpose for the presentation, and being cognizant of the program planner's expectations of you. To assure a flawless lecture, several organizational imperatives are recommended.

Education, Medical↗
PubMed1997

Clinical discussion sessions and small groups.

Because most adults learn more efficiently and what they learn is retained longer when they are able to engage in active learning, discussion groups are at the center of medical education. Group discussion is an active learning process. Active learning supports participant interchange through structured and supportive educational procedures. Small group discussions provide opportunities for identification of new areas of knowledge acquisition by students. They also can be used to formally integrate previous knowledge though active integrating discussion. The clinical instructor who uses small group discussions effectively will find that his role as information provider is diminished, but that his role as facilitator is greatly enhanced. The paper focuses on purposes for discussion groups, the role of the clinical instructor, and offers specific suggestions for techniques to enhance small group discussions.

Adult↗
PubMed1997

Effective lecture presentation skills.

Lectures are the most popular form of teaching in medical education. As much as preparation and organization are key to the lecture's success, the actual presentation also depends upon the presenter's ability to reach the audience. Teaching is a lively activity. It calls for more than just offering ideas and data to an audience. It calls for direct contact with the audience, effective use of language, capability to use limited time effectively, and the ability to be entertaining. This article offers a structure to effective lecturing by highlighting the importance of voice clarity and speaking speed, approaches to using audiovisual aids, effectively using the audience to the lecture, and ways to be entertaining.

Audiovisual Aids↗
PubMed1982

Characteristics of students preferring family practice/primary care careers.

Survey data from a large national sample of junior medical students were used to make several comparisons between students indicating a preference for family practice and students selecting other specialties. Comparisons were also made between students on the basis of their interest in primary care vs non-primary care fields. On the basis of measures of premedical school academic performance (undergraduate grade point average and Medical College Admission Test scores), students choosing family practice and those indicating a general preference for primary care were similar to students choosing other specialties or nonprimary care fields. Subjectively, students selecting primary care ranked themselves lower than other students in medical school academic performance. Students with a career interest in primary care also gave greater weight to the desire to help people as a career motivation, were more oriented toward considering the sociopsychological context of patients' problems, and were more likely to perceive a need for change to improve health care in the United States.

Attitude of Health Personnel↗
PubMedDate not supplied

Addiction medicine: a place for faculty development.

Addiction medicine must fight for its space in the undergraduate, graduate and continuing medical education curricula, as do most other clinical domains. Often curriculum time is provided to specialty areas when a clear relevance to the overall curriculum is made obvious. Increasing the awareness of addiction medicine through institutionalized faculty development programs can serve to foster the integration of this specialized curriculum. Institutionalizing faculty development is proposed in a description of a four-phase model. Specific recommendations of goals, processes, and critical steps in the faculty development process supporting scholarship leading to curricular change are described.

Curriculum↗