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Using the physiology of learning in clinical teaching practice Encourage retrieval of knowledge and prior experiences to motivate learning. Support a psychologically safe learning environment. Customize knowledge content to individual learners. Help learners set goals for learning.
In the US, medical education is typically a four-year graduate program, leading to the Doctor of Medicine (MD) degree. The US curriculum combines preclinical coursework with clinical rotations, allowing students to gain hands-on experience earlier in their education.
Once enrolled in a medical school the four years progressive study is divided into two roughly equal components: pre-clinical (consisting of didactic courses in the basic sciences) and clinical (clerkships consisting of rotations through different wards of a teaching hospital).
How long is medical school? Medical school takes 4 years to complete, but to become a doctor youll also spend 37 years in residency.
After completing their undergraduate degree, it takes an additional four years for students to complete their graduate medical education. This leads to a Doctor of Medicine Degree (MD) from allopathic medical schools or Doctor of Osteopathy (DO) degree from osteopathic medical schools.
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Principles Adaptability. Clinical teaching and training activity will reflect changing environmental factors such as demographics, emerging health needs, models of care and new technologies to ensure an adaptable and responsive health workforce. Quality. Sustainability. Transparency and accountability. Workforce planning.
Many medical schools organize their training into two parts: pre-clinical and clinical. In a traditional four-year curriculum, the pre-clinical phase includes two years of science training when you learn about basic medical concepts, the structure and functions of the body, diseases, diagnoses, and treatment concepts.
Clinical teaching is a form of interpersonal communication between two people - a teacher and a learner. The teaching-learning process is a human transaction involving the teacher, learner and learning group in a set of dynamic interrelationships. Teaching is a human relational problem (Bradford 1958, p. 135).

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