Hi William:
This is a terrific example and conjures up thoghts about how this "instant feedback" process could be adapted to classroom lectures and activities. I already use a "Teach, ask a question to a non-vol;unteer student, calify, then go on with the lesson". This check for understanding works but takes time. Maybe someone's dissertation could center on "Bridging Clinical Proficiency and Classroom Instyruction"?
Regards, Barry
