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2013 | Jan-Jun | Volume 2 | Issue 1

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From the Desk of The Editor in Chief

N. Ananthakrishnan

What Ails Postgraduate Medical Education in India?

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:1] [Pages No:0 - 0]

   DOI: 10.5005/jp-journals-10085-2101  |  Open Access |  How to cite  | 


From the Editor's Desk

Seetesh Ghose

‘Recent Advances in Health Professional Education’

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:1] [Pages No:0 - 0]

   DOI: 10.5005/jp-journals-10085-2102  |  Open Access |  How to cite  | 


Seetesh Ghose

Medical Council of India - Regulations on Graduate Medical Education 2012

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:22] [Pages No:1 - 22]

   DOI: 10.5005/jp-journals-10085-2103  |  Open Access |  How to cite  | 


Santosh Kumar

Transformative Curriculum

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:1] [Pages No:23 - 23]

   DOI: 10.5005/jp-journals-10085-2104  |  Open Access |  How to cite  | 


KR Sethuraman

Problemistics in Health Professional Education Inculcating Holistic Clinical Reasoning and Problem Solving Abilities

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:4] [Pages No:24 - 27]

   DOI: 10.5005/jp-journals-10085-2105  |  Open Access |  How to cite  | 


Gitanjali Batmanabane

Linking Lesson Plan to Teaching Learning Principles

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:2] [Pages No:28 - 29]

   DOI: 10.5005/jp-journals-10085-2106  |  Open Access |  How to cite  | 


A lesson plan is a basic part of a planned teaching-learning (T-L) activity. The advantages of preparing a lesson plan include improved clarity for the teacher and student regarding the objectives of the session, evaluation and organized logical progression of content and audio visual (A-V) aids. A lesson plan also allows the teacher to refine and revisesubsequently to improve his teaching. However, it is possible that even well-constructed lesson plans may fail if they are not linked to T-L principles. Every teaching session should have an opening that will grab the attention of learners and get them to concentrate on the following lesson, a closing that sums up the lesson and focuses on the take home messages and a body that forms the major part of the T-L activity. A induction of short videos, historical facts, photographs, anecdotes can be used to establish the pace of the lesson. The introduction to the lesson should strive to build on knowledge that is already known to the learner and take the learner from the known to the unknown. A good lesson plan not only accounts for the content being broken down into presentable portions but uses active learning techniques, and methods that combine different A-V aids and T-L methods. Taking learners from simple to complex concepts and from concrete to abstract concepts are tips that should be incorporated in a lesson plan as they promote a meaningful flow of learning. A well thought out lesson plan should also take into account thesag in attention seen mid-way in a one hour class and tweak students’ attention by using humor, anecdotes, or some activity. Overloading a lesson with content should be avoided by giving prior assignments to read up on background information (like anatomy, physiology of a system) or looking up specific information (as a part of self-learning). Following the “five to seven rule” of a lecture wherein only five to seven “big points” which are outlined at the beginning of the lecture are taught; each “big point” further explained or clarified using five to seven points to maximize learning and remembering. It is also a good practice not to have more than five to seven minutes of continuous didactic talk. Therefore, breaking up the lecture with activity is a good strategy. Finally, the use of good quality A-V aids, well lit lecture halls, comfortable seating arrangement and environmental temperature all go to show students you care and will complement your lesson. Incorporating these T-L principles will facilitate learning and give the learner and the teacher immense satisfaction.


K.A. Narayan

Teaching the Web 2.0 Generation

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:9] [Pages No:30 - 38]

   DOI: 10.5005/jp-journals-10085-2107  |  Open Access |  How to cite  | 


KR Sethuraman

Structure of Objective Learning Outcomes (Solo) Taxonomy

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:2] [Pages No:39 - 40]

   DOI: 10.5005/jp-journals-10085-2108  |  Open Access |  How to cite  | 


N. Ananthakrishnan

Recent Advances in Medical Postgraduate Evaluation

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:7] [Pages No:41 - 47]

   DOI: 10.5005/jp-journals-10085-2109  |  Open Access |  How to cite  | 


VN Mahalakshmi

Setting standards and Innovations A Road Map of Sbvu Examination System

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:3] [Pages No:48 - 50]

   DOI: 10.5005/jp-journals-10085-2110  |  Open Access |  How to cite  | 


KR Sethuraman

Capacity Building for Faculty Empowerment in Aligning Education with Practice of Nursing in 21st Century

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:5] [Pages No:51 - 55]

   DOI: 10.5005/jp-journals-10085-2111  |  Open Access |  How to cite  | 


KR Sethuraman

Health Information Technology (HIT) and Quality Health Care

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:3] [Pages No:56 - 58]

   DOI: 10.5005/jp-journals-10085-2112  |  Open Access |  How to cite  | 


James S. Toreson

How Mobile Tech can Influence Cost-Effective Health Care.

[Year:2013] [Month:Jan-Jun] [Volume:2] [Number:1] [Pages:2] [Pages No:59 - 60]

   DOI: 10.5005/jp-journals-10085-2113  |  Open Access |  How to cite  | 


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