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首页> 外文期刊>Perspectives on Medical Education >Combining Peytona€?s four-step approach and Gagnea€?s instructional model in teaching slit-lamp examination
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Combining Peytona€?s four-step approach and Gagnea€?s instructional model in teaching slit-lamp examination

机译：将Peytona的四步法和Gagnea的教学模型结合起来用于裂隙灯检查教学

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Developing skills in performing basic slit-lamp biomicroscopy is an important element of the ophthalmology undergraduate curriculum. As a doctor working in an ophthalmology department, I often provide slit-lamp teaching for medical students. This paper describes a lesson plan for this technique using Gagne’s nine events of instruction. The presented lesson plan is a combination of Gagne’s nine events of instruction and Peyton’s four-step approach. Gagne’s nine events of instruction correlate with and address the mental conditions of learning when adult learners are presented with various stimuli. Peyton’s four-step approach is a model for teaching practical skills that consists of demonstration, deconstruction, explanation, and performance. This article describes a slit-lamp biomicroscopy teaching session using Gagne’s nine events of instruction. Each step is carefully elaborated with relevant activities to suit learners with various learning styles. Peyton’s approach is used to teach the actual skill. This lesson plan is particularly relevant for tutors designing slit-lamp biomicroscopy teaching for undergraduate students, foundation doctors, general practitioners and emergency department staff. Ultimately, this lesson plan also serves as a model that is applicable for acquiring many other practical skills. The flexible adoption of Gagne’s nine events of instruction in combination with other teaching models helps in the planning of effective teaching sessions.
机译：在进行基本的裂隙灯生物显微镜检查方面发展技能是眼科本科课程的重要组成部分。作为眼科的医生，我经常为医学生提供裂隙灯教学。本文使用加涅（Gagne）的九个教学事件描述了这项技术的课程计划。提出的课程计划是加涅（Gagne）的九项教学活动和佩顿（Peyton）的四步教学法的结合。当成人学习者受到各种刺激时，加涅（Gagne）的九项教学事件与学习的心理条件相关并解决了他们的心理状况。佩顿的四步走法是一种教学实践技能的模型，包括示范，解构，解释和表演。本文介绍了使用加涅（Gagne）的九项教学事件进行的裂隙灯生物显微镜教学。每个步骤都经过精心精心的相关活动，以适应各种学习风格的学习者。佩顿的方法用于教授实际技能。该课程计划与指导教师为本科生，基金会医生，全科医生和急诊科人员设计裂隙灯生物显微镜教学特别相关。最终，该课程计划还可以作为一种模型，适用于学习许多其他实践技能。加涅（Gagne）的九项教学活动与其他教学模型的灵活采用有助于规划有效的教学课程。

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