UWA SPOT/SET Project

360)          the teacher demonstrated how theoretical knowledge can be applied in a clinical situation

A deep understanding requires interconnected knowledge. Building on existing knowledge, cross-referencing, identifying relevance of knowledge and applying theoretical knowledge to practical situations are part of constructing interconnected knowledge.

·         Teaching for Quality Learning at University (Biggs, 1999) explains the relationship between different kinds knowledge and the need for making theoretical knowledge become functional knowledge (pp. 40-42)

·         Bullimore (1996) in Innovations in Teaching Medical Sciences (Exley & Dennick, 1996) discusses the use of a clinical skills laboratory in an undergraduate medical curriculum (pp. 47-50).

·         Some key steps in effective demonstration are given in the Teaching techniques for adult learning (hydi Educational New Media Centre, 1996).

·         Ladyshewsky (1995), Clinical Teaching explains why tasks should be practical and immediately applicable (p. 10) and the need for clinical supervisors to “relate important references in literature to their clinical area” (p. 23).

Biggs, J. (1999). Teaching for quality learning at university : What the student does. Buckingham: Society for Research into Higher Education : Open University Press.

Exley, K., & Dennick, R. (Eds.). (1996). Innovations in Teaching Medical Sciences [SEDA Paper 93]. Birmingham, UK: Staff and Educational Development Association.

hydi Educational New Media Centre. (1996). Teaching Techniques for Adult Learning [World Wide Web]. Massey University. Retrieved 20 October, 2002, from the World Wide Web: http://education.massey.ac.nz/wellington_online/introcer/alpha/demomap.htm

Ladyshewsky, R. (1995). Clinical Teaching, HERDSA Gold Guide No.1. ACT: Higher Education and Research Development Society of Australasia.