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The oral case presentation: toward a performance-based rhetorical model for teaching and learning.

Chan MY - Med Educ Online (2015)

Bottom Line: It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation.Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies.Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.

View Article: PubMed Central - PubMed

Affiliation: Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; cmy@upm.edu.my.

ABSTRACT
The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners' and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.

No MeSH data available.


Application of genre and intertextual analysis in researching expert-novice performance and tacit genre knowledge.
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Figure 0001: Application of genre and intertextual analysis in researching expert-novice performance and tacit genre knowledge.

Mentions: In the context of the medical case presentation, the salient genre prior to it is the history-taking activity more commonly known as the medical interview in consultations. The contrast between the two genres of the history-taking interview and the OCP is sharp - one is a dyadic semi-formal conversation and the other a formal monologue report. In order to compose the OCP (current genre), the speaker has to negotiate the intertextual connection between it and its immediate prior genre, the history-taking interview. Figure 1 shows how the genre analytical approach can be applied in developing a performance-based model of the OCP.


The oral case presentation: toward a performance-based rhetorical model for teaching and learning.

Chan MY - Med Educ Online (2015)

Application of genre and intertextual analysis in researching expert-novice performance and tacit genre knowledge.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4507752&req=5

Figure 0001: Application of genre and intertextual analysis in researching expert-novice performance and tacit genre knowledge.
Mentions: In the context of the medical case presentation, the salient genre prior to it is the history-taking activity more commonly known as the medical interview in consultations. The contrast between the two genres of the history-taking interview and the OCP is sharp - one is a dyadic semi-formal conversation and the other a formal monologue report. In order to compose the OCP (current genre), the speaker has to negotiate the intertextual connection between it and its immediate prior genre, the history-taking interview. Figure 1 shows how the genre analytical approach can be applied in developing a performance-based model of the OCP.

Bottom Line: It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation.Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies.Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.

View Article: PubMed Central - PubMed

Affiliation: Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; cmy@upm.edu.my.

ABSTRACT
The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners' and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.

No MeSH data available.