Teaching – MCQ

1. An ST7 advanced trainee presents a case-based discussion to her educational supervisor who realizes that the trainee has only superficial knowledge with knowledge deficits on the subjects discussed. The supervisor recommends some targeted reading to address the identified educational needs. They meet a few weeks later and the trainee describes how reading around the subject has enabled a lot of the concepts to fall into place to enhance her clinical practice as a specialist obstetrician and gynaecologist. The trainee also describes that she now understands the need for in-depth learning to be an expert in the field. What is the above type of learning?

2. A few trainees were asked to submit some case scenarios and answers for a local MRCOG Part 3 course. Most of the questions were gratefully accepted and incorporated into the course by the organiser; two questions were rejected because they were deemed to be outside the scope of the MRCOG syllabus as it is part of advanced training.

3. You have been asked to teach a group of FY1 about management of shoulder dystocia. When you checked their back ground knowledge, they have already a good knowledge. Which method you will apply here?

4. As your unit has noticed a recent increase in cesarean section rate, your consultant has asked you to allocate junior colleagues to prepare some questions about prerequisites, indications of cesarean section. These students will ask their colleagues the questions next time when they meet. What is this method of learning called?

5. You have been asked to discuss Mechanism of labour with your unit’s medical students. You are uncertain about the amount of basic physiology and anatomy they remember from basic science teaching. Which technique will you use?

6. A diabetic woman admitted in labour had shoulder dystocia. Baby delivered with delivery of posterior arm. You wish to use the case to outline key aspects of diabetes and shoulder dystocia and management to the two junior colleagues who are on the labour ward with you. Which would be the most appropriate approach?

7. A panel of experts comprised of obstetric anesthesiologists and obstetricians responded to a series of four parallel sequential questionnaires interspersed with feedback. The first round consisted of an open questionnaire: Which topics in patient management would rouse a difference of opinion between anesthesiologists and obstetricians that may interfere with patient outcome, and why? The second round sought agreement on the topics, and the third round sought to rank the topics, and their underlying reasons, that scored at least 60% agreement. The final round allowed each discipline insight into the controversies gathered by the other discipline. The obstetricians agreed with all topics identified by the anesthesiologists, but agreed with only five of the 18 (28%) reasons to support them. Anesthesiologists agreed with all topics raised by the obstetricians, but agreed with only three of the six (50%) reasons to support them. Both, the obstetricians and the anesthesiologists identified several controversial topics that may influence clinical practice on the labour ward. This method of learning is

8. Your consultant is worried about recent increase in medication error in your unit. He has called for a meeting and asked all of you to give ideas to find a solution to this problem. This technique is called-

9. The following picture depicts an effective method of learning. This is called as