|
Participants' ratings of the helpfulness of the sessions in meeting the aims of the workshop (n = 28) |
|||
| Not at all helpful |
Partially helpful |
Very helpful |
|
|
|
|||
| Plenary Session 1 |
14 |
11 |
|
| Introduction, background, aims |
|||
| Group Sessions – Content |
|||
| 1. How can we teach communication & interview skills? |
3 |
||
| 2. How can we teach communication & interview skills? |
1 |
3 |
3 |
| 3. How can we teach the management of recurrent aches and pains? |
2 |
7 |
|
| 4. How can we teach the management of intentional overdose? |
4 |
2 |
|
| Plenary Session 2 |
2 |
17 |
6 |
| Feedback from morning sessions, planning for afternoon |
|||
| Group Sessions – Process |
|||
| 1. How can we get trainees to role-play? |
4 |
2 |
|
| 2. How can we combine traditional teaching and learning methods with new technology? |
2 |
1 |
3 |
| 3. How can we integrate child mental health into existing training programmes? |
7 |
3 |
|
| 4. How can we assess paediatric trainees in child mental health? |
1 |
5 |
|
| Plenary Session 3 |
11 |
6 |
|
| Feedback from afternoon sessions, conclusions, action |
|||
Nestel et al. BMC Medical Education 2004 4:25 doi:10.1186/1472-6920-4-25 |
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