Don’t let learners perform procedures directly on patients, without having practiced them in an appropriate simulated model, and without proper tutorial supervision.
Teaching based on “see one, do one, teach one” is still widely adopted, despite that several studies have shown its limits in validity and most of all in patient safety, when compared with available metods of simulation. The ethical imperative is therefore “never for...
Don’t address topics about clinical or organization choices without considering their ethical, social and inter-professional aspects, patient’s expectations and values, and the most appropriate teaching setting (hospital, primary care).
Human relationship is essential in medical care: to exclude from the process of education the relationship between the different actors of the process of care and the natural context where it occurs, fails to prepare learners to cope with the challenges of...
Avoid non-structured oral exams, and don’t use only cognitive tools of technical knowledge in the assessment of practical skills.
Despite the availability of a large literature on its unreliability, non-structured oral exams are still widely used in Italian courses, often as the only time of personal interaction with the teacher, even for assessment of practical skills, for which, any cognitive...
Don’t use non-interactive lectures as the main teaching method. Privilege the use of interactive methods instead.
Lectures remain the more common method used in medical education, from graduate courses to continuous medical education, often in the complete ignorance of the basic principles of adult learning, and typically using text-intensive, confounding powerpoint presentations...The campaign DOING MORE DOES NOT MEAN DOING BETTER – CHOOSING WISELY ITALY is promoted by Italy’s Slow Medicine
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