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Welcome to the
April 2012 CPD Online
knowledge, by Dr
Nhishanth Gurunathan, CPD Online
My recent personal experience of helping a
family member revise for his medical school finals has reminded me
just how quickly the familiar can become unfamiliar. By now, most
of us will be experienced in the art of
learning – through our medical school studies,
our postgraduate training or learning, and on-the-job
experience – and feel comfortable with our
particular learning style. But sometimes retaining this knowledge
is not so easy. How can we remember what we have learned?
For knowledge to be retained the learning
experience must be enjoyable. I am sure we can all remember
inspiring teachers and lessons that remain etched in our memories.
Sometimes, even the trivial can be imprinted in such a fashion. One
of my earliest medical teachers used a peer-group setting and the
method of friendly competition to make the mundane seem
fascinating. To this day, I cannot forget the 25 causes of the
medical condition finger clubbing that he enthused about! Teachers
are not alone in their responsibility for improving the learning
experience. In the December 2011
edition of the CPD Online e-newsletter, Gavin McKay and
Giuseppe Spoto also demonstrate the value of learners making their
own learning enjoyable.
Knowledge must also be assessed, whether
formally or informally, to reinforce (or possibly even motivate)
our learning. For example, at CPD Online, our modules
contain end-of-section and end-of-module tests designed to
reinforce your learning. Discussion of knowledge within peer groups
may provide a more informal method of assessment. Finally, and
perhaps most importantly, we must deliberately practice what we
learn to embed these skills, using feedback or self-assessment to
address any weaknesses (Duvivier et
al, 2011). Ultimately, this will help us not only to
retain what we learn, but also to translate that knowledge to the
benefit of our patients.
Changes in personality, behaviour and cognition are usually
more disabling aspects of Huntington’s disease than the motor
symptoms. Learn how to set up and implement a management plan that
will help alleviate the impact of the disorder on both patient and
The right to liberty and security of person
is a vital aspect of mental health law. In this continuing series,
the authors describe the criteria and definitions for detention
provided by the Mental Health Act 1983.
Would you know when to suggest neurosurgical
treatment for a patient? Are you aware of the legislative framework
for ablative neurosurgery?
Part 1 and
Part 2 of this module describe the interventions and outcomes
for neurosurgical interventions that can be considered for
individuals with chronic and treatment-refractory depression and/or
obsessive-compulsive disorder when all other options have been
tried and failed, and symptoms are persistent and disabling.
of ADHD in prison inmates
How patient-centred are you? Shared
decision-making in psychiatric practice
Paranoid personality disorder
The pharmacological management of mania
Safe, effective substitute prescribing for
View the most popular modules and podcasts over the past
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With best wishes,
The CPD Online Team