Abstract
The focus of this book so far has been on improving and broadening the range of teaching skills. Though we have assumed that the aim of doing so is for the ultimate benefit of the students, our emphasis has been on the personal development of the teacher. In this chapter we will introduce you to ideas which are not as widely- represented in the teaching literature as those in other sections of the book. Nevertheless, we believe they have provided valuable new insights to us and to many of our colleagues. Thus, this chapter may appear to be more theoretical than previous ones but we include it without reservation because of the fundamental challenge it provides to the more traditional views of teaching. Several reviewers have suggested this chapter is so fundamental that it ought to be read first.
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Guided Reading
For a review of the research on which the ideas presented in thischapter have been based, we refer you to the following article:
Learning Styles and Approaches: Implications forMedical Educationby D.I. Newbleand N.J. Entwistle, Medica Education20, 1986, 162-175.
An advanced text which explores these concepts and relates them toteaching in higher education is P. Ramsden’s Learning to Teach in HigherEducation
Routledge, 1992.
There are many books on study skills. One that wefind provides abalance of theory and practice and is not too cumbersome is G. Gibb’s Teaching Students toLearn: A Student-Centred ApproachThe Open University Press, Milton Keynes, 1985.
Another paperback book, containing a lot ofdetailed advice onboth how to study and how to perform various academic tasks, is A Guide to LearningIndependently(secondedition) by L. Marshall and F. Rowland, Longman Cheshire, Melbourne, 1993. Though written forstudents it is of equal value toteachers.
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© 1994 David Newble and Robert Cannon
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Newble, D., Cannon, R. (1994). Helping Students Learn. In: A Handbook for Medical Teachers. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-1426-4_9
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DOI: https://doi.org/10.1007/978-94-011-1426-4_9
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-4624-4
Online ISBN: 978-94-011-1426-4
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