Breaking with tradition: case studies and role-play.

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It is good to have a short paper published in the journal “Medical Education” after peer review. See: Robbé, I.J. & Burnie, R. Medical Education 2012;46: 1106-1107.

 

Rob Burnie was amongst the first group of students to participate in a new module that was devised by public health tutors after the primary care tutors withdrew from teaching the former module.

 

It was encouraging to see the way the public health tutors stepped up to fill the gap and to see the way three cohorts of students responded to the innovative module involving case studies and role-play.

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About Iain Robbe

I am a medical practitioner (MB, BS, 1980; MRCS, LRCP, 1980) registered with the General Medical Council of the United Kingdom. Due to the COVID-19 pandemic I have reactivated my licence to practise and I am providing telephone support to vulnerable elderly to assist them during the pandemic. I remain active as a Clinical Medical Educationist participating in a number of projects with the universities of St Mary’s and Dalhousie in Nova Scotia and Mount Allison in New Brunswick, inter alia, and separately with three of the veterinary schools in the UK. My focus is on teaching and research in professionalism, ethics, and communications, and particularly the influences of vernacular architecture on the creation of positive learning experiences in undergraduate and postgraduate medical education. I have the degree of Master in Public Health from the University of London (1985) and the degree of Master in Medical Education with distinction from the University of Wales (2001). The guiding principles in my practices are based on andragogy and humanism, and the prime ethical principle of autonomy for the individual and in population health.

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