Would assessing skills by discussion as a group work in the medical diagnostic field? It demands everyone's participation because the technical or skill time is total participation per student, and by group assessment via discussion, all students benefit with what to do, and what not to do to perform the skill. Benefits are learning the equipment, improving hands on skills as well as learning protocols for exam. please comment as to whether or not this is set up for failure for students who are for example "shy". Sarah

I have not yet begun teaching, my question is, can we as a group in class (instructor and students)observe individual students while scanning, assess or critique how they are developing cardiovascular ultrasound skills? Or am I setting a student up for failure if they are not grasping concepts as quickly as others? Can this technique be used early in the laboratory (level 1) as opposed to later (Level 4), or vice versa? I view this technique as steps toward peer review and career relationships, working alongside a physician. Sarah

During class room observations I have noticed a lack of white board usage, especially with question and answer. I now understand why I see this as an issue, I am a visual learner, white boards can be used as a visual tool as well as a support tool. Motivation towards participation for those students lacking, praising the student with a correct answer as well as confirming the correct answer, to "take notes". I also see the board as a tool for students to write their answers, discuss all answers, get involved. Sarah

Hello Gary, Thank you for the tools. I have found myself veering off course as I build the lecture material. A topic arises unfamiliar to me and I begin studying, (I am excited about learning myself). Therefore, my time is illspent developing the lecture and the result is not geting my lecture finished, or too much information is added. I will try the tools you gave me and determine what it is the student needs to know at the end of the course and build from there. Sarah

I am a first time instructor. Is there a good step by step process for building your lesson plan and lectures from a topical outline? It seems to be a difficult task as my lectures seem very long and I am worried about overload. Too much information!