Acute Diarrhoeal Diseases
|Slides 1-5||Clinical Features|
|Slides 6-36||Clinical Management|
Click here to start slide show
How to use this slide set
Try different ways with different students.
Use individual slides to illustrate your own
lecture-mix them up with slides from other sets.
Use the set as a complete lecture. You can
just show the slides, and read the commentary, or sit back and listen to
the tape straight through. That takes about one hour. But many students stop
absorbing facts given in this way after about 20 minutes.
Divide the set (into at least two parts) and
go through it more slowly, especially if the subject is new to the audience.
Stop for discussion and clarification, and to
follow activities such as are suggested in Teacher's Notes. Many students
find this much more interesting, and they remember more this way.
Let the audience try to answer the questions.
Much of the script is written as questions and answers-especially where you
can make an observation by looking at a slide, or might be able. to
recall something which was said earlier. Choose the questions that are of
most value to your audience, and give them a genuine chance to answer. You
don't have to stop for all the questions-one per slide is a
Get one student to be pointer. Ask him or her
to stand at the screen and indicate what the commentary refers to. This
helps you to see where students are having difficulty in following
Review earlier slides. It is valuable to
compare some slides with slides shown earlier in the set. (Slides to review
are mentioned after each slide number). Have the early slide ready so you
can show it again quickly when it is called for.
Check unfamiliar words. The vocabulary used
in the main text is restricted in order that the
material can be used by those for whom English is a second language. A
glossary of words that may be unfamiliar is given at the end and the words
are underlined (thus, --) the first time that they occur in the text. There
are two lists - one of general and medical words that the audience is
assumed to know, and one of technical terms relevant particularly to this
subject, that students should learn from these slides. Check both lists
before showing the set, and write words that your audience may find
difficult on a blackboard near the screen, and explain them before you show
the slide for which they are needed.
Private study-cover the answer. If you are reading this commentary to yourself, cover the answers to the questions with a piece of paper, to stop your eyes running on to the answer before you have had time to think of it for yourself. If you look at the answer, it may seem obvious-even boring-because you recognise it. But if you try to think of it without help, you may found that you can't recall it. You will remember much more if you make yourself try to work it out.
Introduction| Slide 1| Slide 2| Slide 3| Slide 4| Slide 5| Slide 6| Slide 7| Slide 8| Slide 9| Slide 10| Slide 11| Slide 12| Slide 13| Slide 14| Slide 15| Slide 16| Slide 17| Slide 18| Slide 19| Slide 20| Slide 21| Slide 22| Slide 23| Slide 24| Slide 25| Slide 26| Slide 27| Slide 28| Slide 29| Slide 30| Slide 31| Slide 32| Slide 33| Slide 34| Slide 35| Slide 36| Acknowledgements
updated: 10 November, 2012