<\/span>Class discussion: how does that work best?<\/h3>\r\n Begin by asking the role-playing trainee how they thought they handled the situation. This can lead naturally onto a wider discussion involving the whole class. The facilitator will have their own points that this wish to make, and these can normally be woven into the discussion. Class members can be encouraged to draw on their own experiences, whether in hospital or GP surgery.<\/p>\n<\/div>\r\n <\/article>\r\n <\/span>What makes a good springboard moment?<\/h3>\r\n It must be on the cusp of a teaching opportunity, with the preceding drama having hooked in the viewer. It may be where the doctor character is about to make a mistake \u2014 so much the better for the resulting final class discussion \u2014 but that is not essential.<\/p>\n<\/div>\r\n <\/article>\r\n <\/span>What about copyright?<\/h3>\r\n
Begin by asking the role-playing trainee how they thought they handled the situation. This can lead naturally onto a wider discussion involving the whole class. The facilitator will have their own points that this wish to make, and these can normally be woven into the discussion. Class members can be encouraged to draw on their own experiences, whether in hospital or GP surgery.<\/p>\n<\/div>\r\n <\/article> It must be on the cusp of a teaching opportunity, with the preceding drama having hooked in the viewer. It may be where the doctor character is about to make a mistake \u2014 so much the better for the resulting final class discussion \u2014 but that is not essential.<\/p>\n<\/div>\r\n <\/article><\/span>What makes a good springboard moment?<\/h3>\r\n
<\/span>What about copyright?<\/h3>\r\n