Difficult learner
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This document discusses difficult learners and possible reasons for their behaviors. It identifies four types of difficult learners: withdrawers, arguers, supertalkers, and monopolizers. For each type, it provides examples of their behaviors and how they can disrupt learning. The document recommends not ignoring disruptive learners and instead taking a break to address concerns with the learner privately. It questions the underlying motives for difficult learner behaviors and provides references on dealing with problem learners.
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Problem: Students talking when you are teaching.
Strategy: Use proximity - walk closer to students who are talking. Make eye contact. You can also assign seats closer to your desk.
Problem: Students not paying attention or being off-task.
Strategy: Use non-verbal cues like tapping on a student's desk. Call on students randomly to keep them engaged. Praise students who are on task.
Problem: Students arriving late to class.
Strategy: Have a late policy with clear consequences. Greet students at the door to reduce disruption. Take attendance at the start to identify late students.
Classroom Management (Management of Discipline)
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جون++جون+..
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Understanding ADHD and OHI
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Motivating the Demotivated - Audrey McPherson
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2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
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Effective Teaching
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Teacher effectiveness 
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Styles of Learning
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How to Choose Research TopicDr. Faisal Al Haddad The document provides 7 steps for choosing a research topic:
1. Brainstorm potential topics of interest
2. Read general background information on potential topics
3. Narrow your topic to make it manageable in scope
4. Make a list of keywords related to your topic
5. Be flexible and willing to modify your topic based on available information
6. Define your topic as a focused research question using PICO elements
7. Research and read more about your topic to determine feasibility and availability of information to answer your research question.
Occupational Stress among Physicians
Occupational Stress among PhysiciansDr. Faisal Al Haddad The document summarizes a study that examined work-related stress among physicians in primary healthcare (PHC) and hospitals in Bahrain. The study found that hospital physicians reported significantly higher levels of stress than PHC physicians. Stress was also found to be higher among physicians who were younger, male, smokers, and specialists (vs consultants). Sources of stress included high job demands, lack of control, and poor relationships. The study aimed to identify differences in stress levels and factors between PHC and hospital physicians to inform efforts to reduce occupational stress.
Occupational Health Legislation
Occupational Health LegislationDr. Faisal Al Haddad This document summarizes Saudi labor laws regarding occupational health and safety. It outlines employers' responsibilities to maintain a safe and hygienic work environment, protect workers from hazards, provide training and personal protective equipment, address fires and emergencies, and report and treat work injuries. Employers must also provide medical services such as health exams, first aid kits, and care for occupational diseases. Additional requirements include accommodations, transportation, stores and facilities for workers in remote locations.
How to Write Research Proposal
How to Write Research ProposalDr. Faisal Al Haddad The document provides guidance on developing a research proposal. It explains that a proposal summarizes the proposed research, sets out the central questions, and convinces others that the project is worthwhile and can be completed competently. Key components of a proposal include an introduction/literature review, research questions, methodology, timeline, and budget. The document emphasizes developing focused research questions and describing the study design, participants, data collection/analysis plans, and ethical considerations in detail.
Evidence-Based Medicine Glossary
Evidence-Based Medicine GlossaryDr. Faisal Al Haddad This document defines key terms used in evidence-based medicine including those related to validity, therapy, diagnosis, bias and statistics. It provides definitions for internal and external validity, randomization, concealment, blindness, intention-to-treat analysis, sensitivity, specificity, likelihood ratios, absolute risk reduction, relative risk reduction, number needed to treat, confidence intervals, and biases such as detection and publication bias. An example is also given to calculate and interpret results including relative risk, absolute risk reduction, relative risk reduction and number needed to treat from a randomized controlled trial.
Evidence-Based Medicine Overview
Evidence-Based Medicine OverviewDr. Faisal Al Haddad This document provides an overview of evidence-based medicine (EBM). It defines EBM as integrating the best research evidence with clinical expertise and patient values. The history and obstacles of EBM are discussed. The document outlines how to practice EBM using the 5 A's framework: Ask, Acquire, Appraise, Apply, and Assess. A case example is provided to demonstrate how to formulate a focused clinical question using the PICO format.
Audiogram & Tympanogram
Audiogram & TympanogramDr. Faisal Al Haddad This document discusses audiograms and tympanograms, which are tests used to evaluate hearing. It was created by Dr. Faisal Al Haddad, a family medicine fellow. The document also mentions growth charts but provides no other context around them.
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Abdominal x rayDr. Faisal Al Haddad This document describes various findings that may be seen on an abdominal x-ray, including signs of small bowel obstruction, duodenal atresia, large bowel obstruction, sigmoid volvulus, colon cancer, colon fibrosis, calcified vas deferens, bladder calculi, renal calculi, staghorn calcification, nephrocalcinosis, and calcified gallstones. It provides radiologists and physicians with key things to look for on an abdominal x-ray and what different findings may indicate.
Occupational Exposure to Tuberculosis
Occupational Exposure to TuberculosisDr. Faisal Al Haddad This document provides guidance on occupational exposure to tuberculosis (TB) for healthcare workers. It discusses latent TB infection, including what it is, who should be screened, and how to treat it. It also compares latent TB to active TB disease. The document recommends screening high-risk groups for latent TB with tuberculin skin tests. It provides criteria for determining positive skin test reactions and guidelines for treating latent TB infection with medications like isoniazid. The document concludes with recommendations from CDC and WHO on preventing TB transmission in healthcare settings through administrative, environmental and personal protective equipment controls.
Occupational Exposure to Blood-Borne Pathogens
Occupational Exposure to Blood-Borne PathogensDr. Faisal Al Haddad This document provides information and recommendations for preventing occupational exposure to bloodborne pathogens like hepatitis B, hepatitis C, and HIV. It discusses vaccination as the most effective way to prevent hepatitis B infection and outlines post-exposure prophylaxis protocols for different exposure scenarios based on vaccination status and characteristics of the exposure. No vaccine exists for hepatitis C, so the focus is on screening, risk reduction counseling, and adhering to standard precautions. Rapid testing and prompt initiation of antiretroviral therapy within 24 hours of exposure are recommended for occupational exposure to HIV.
Immunization of Healthcare Professionals
Immunization of Healthcare ProfessionalsDr. Faisal Al Haddad The correct answer is b. From day 10 through day 21 post exposure.
Asking clinical question
Asking clinical questionDr. Faisal Al Haddad This document outlines an evidence-based medicine workshop held at Prince Sultan Military Medical City. It discusses the 5 steps of evidence-based medicine (EBM), including asking answerable clinical questions. Background and foreground questions are described, with foreground questions using the PICO framework. The importance of formulating answerable clinical questions is explained. Three clinical cases are presented, with answerable questions provided for each case.
Dysfunctional uterine bleeding
Dysfunctional uterine bleedingDr. Faisal Al Haddad Dysfunctional uterine bleeding (DUB) is irregular bleeding that occurs without recognizable causes in the absence of pregnancy. It results from disruptions to the normal hormonal patterns that regulate the uterine lining. Bleeding episodes with DUB can be unpredictable in terms of duration, frequency, and amount. Laboratory tests and imaging studies are used to diagnose DUB and rule out other causes by examining thyroid function, prolactin levels, and pelvic imaging. Treatment involves pharmacologic options like oral contraceptives, estrogen, or progestins to suppress bleeding or reestablish normal cycles. Hysterectomy may be necessary for patients who do not respond to hormone therapy or experience quality of life issues from persistent bleeding.
Critical appraisal of diagnostic article
Critical appraisal of diagnostic articleDr. Faisal Al Haddad This document provides guidance on critically appraising articles about diagnostic tests using the four steps of evidence-based medicine: ask, acquire, appraise, and apply. It discusses assessing whether diagnostic test results are valid by evaluating the study design, spectrum of patients, and blinding of test interpretation. Key results include likelihood ratios which indicate how much a test result changes the probability of disease. Application involves considering test reproducibility, applicability to practice, and whether test results will change management and improve patient outcomes with acceptable risks and available treatment.
Critical appraisal of prognostic article
Critical appraisal of prognostic articleDr. Faisal Al Haddad This document outlines key criteria for critically appraising the validity and usefulness of a study on prognosis. It discusses whether the study had a well-defined and representative patient sample, sufficiently long and complete follow-up, objective outcome criteria, adjustment for prognostic factors, and precise estimates of likelihood. It also addresses whether the study patients are similar to one's own, if the results can guide therapy decisions or patient counseling.
Critical appraisal of qualitative research
Critical appraisal of qualitative researchDr. Faisal Al Haddad Qualitative research seeks to understand a research problem from the perspectives of the local population involved. It provides information about the human side of issues by identifying factors like social norms, beliefs, and relationships. When used with quantitative methods, qualitative research can help interpret complex realities and data. Valid qualitative research comprehensively collects data through methods like interviews and observation from participants selected through strategies such as purposive and snowball sampling. It analyzes data appropriately and corroborates findings through techniques including member checking and triangulation.
Occupational health & infection control
Occupational health & infection controlDr. Faisal Al Haddad This document discusses occupational health and infection control as it relates to preventing blood-borne virus infections in healthcare settings. It defines occupational health and outlines its key services like risk assessment and medical examinations. Healthcare workers are at risk of exposure to various occupational hazards including microbiological ones. The role of occupational health includes microbial risk assessment, control through education and policies, and managing exposed or infected workers. The document focuses on preventing exposure to and transmission of blood-borne viruses like HIV, hepatitis B, and hepatitis C through vaccination, post-exposure prophylaxis, safe practices, and managing infected healthcare workers and their work duties.
Vaginitis
VaginitisDr. Faisal Al Haddad This document provides information on the approach to vaginal discharge. It discusses the most common causes of vaginitis which are bacterial vaginosis, vulvovaginal candidiasis, and trichomoniasis. It describes the pathophysiology, symptoms, risk factors, diagnostic tests, and treatment options for each condition. Physical examination findings and microscopic examination of vaginal discharge samples are important for diagnosis. Treatment typically involves oral or topical antifungal medications for candidiasis and oral metronidazole for bacterial vaginosis and trichomoniasis.
Somatoform disorders
Somatoform disordersDr. Faisal Al Haddad This document discusses somatoform disorders, which are psychiatric disorders characterized by physical symptoms that cannot be fully explained by a medical condition. It defines several types of somatoform disorders, including somatization disorder, conversion disorder, pain disorder, hypochondriasis, and body dysmorphic disorder. It provides diagnostic criteria and characteristics of each disorder. It also discusses approaches to diagnosis, treatment involving CBT and referral to mental health professionals, and follow-up care.
Otitis media
Otitis mediaDr. Faisal Al Haddad This document discusses the diagnosis and treatment of otitis media. It defines the different types of otitis media as acute otitis media (AOM), otitis media with effusion, and chronic suppurative otitis media. It outlines the diagnostic criteria and common symptoms of AOM. Treatment options for AOM include pain management, watchful waiting, and antibiotics like amoxicillin. It provides guidance on treatment for persistent, recurrent, and chronic cases.
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LDMMIA Reiki Yoga S4 Bonus S2 Clearing Chi
LDMMIA Reiki Yoga S4 Bonus S2 Clearing ChiLDM Mia eStudios A 4TH FREE WORKSHOP/
BONUS SESSION 2
Reiki Yoga “Clearing”
Our Sessions 1-3 are available for download notes. Thx for Reading.
https://ko-fi.com/ldmmia
Celebrating my 49th Bday.
A Taurus Sun, Born early May 3rd, “76”.
Also A Gemini Moon/Rising. I follow Both signs.
Welcome to the 2nd Bonus Session.
Beyond Basics - Good Vibes Only:
—Review - Good Vibes Only:
— For me, within both Reiki and Yoga sessions the essentials boost the energy. Energy can also be called Vibrations and Frequency. So many coaches are specializing within Frequency topics. They can coach entire themes using Frequency success stories. This shows how little we think of energy? We need our coaches to boost our wisdom? To boost the vibes? For Reiki & Yoga Therapy, using ‘Props’ can assist, protect, and heal energies - faster/better. Let’s Explore more.
(See Presentation for all sections, THX)
Clear Your Energy Pt 1…(See Presentation)
Clear Your Energy - Pt 2
I know we operate busy schedules. Sometimes I will yoga stretch, do warm ups, Fuse Qigong, and clear my chakras. It can be therapy or for energy boosts. So many things within our activities will leave behind energy. This can be positive or negative. We assume these energies naturally drop off. But, not always the case. Some energies latch on longterm. This all depends on your moods, emotions, and lifestyle. Hope it makes sense. We have to monitor our energy intake/out-take.
Repost:
Taking breaks, pausing, relaxing, are common things ppl struggle with. Including at times, myself. Reiki requires chill hours or meditations. We often believe our schedules are badges to display for social/approval? This is a generational society belief. It takes courage to bold/quietly declare - the opposite.
(Old Matrix Systems)
Energy Monitoring-The Media/News
A Perm bonus section I wanted to keep. This is about The media and news. Now, I understand it’s hard to avoid all news. Especially when we need our global, local, weather, and economic updates. Some news are important while others are extremely negative. Anything hosting bad vibes can be draining. I have seen this occur within distant/visual updates like news or gossip. We have to keep what we need. Then leave behind what we don’t. The intuitive coaching/Tarot rules.
There’s a lot going on for every country. So now is the time to practice calming methods for daily life or emergencies.
(See Presentation for all, new topics, THX)
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2. Give a brief account on lymphocyte cloning
3. Comprehend the concept of humoral immunity
4. Discuss the structure of antibodies
5. Classify antibodies and discuss their functions
6. Explain the role of antibodies in B-cell immunity
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Adverse event following immunizations and Vaccine safety surveillance.pptxDr. Koppala R.V.S. Chaitanya According to the CIOMS/WHO working group on vaccine pharmacovigilance,
Vaccine pharmacovigilance is defined as
“The science and activities relating to the” Detection, Assessment, Understanding and Communication of adverse events following immunization and other vaccine or immunization-related issues, and to the prevention of untoward effect of the vaccine or immunization
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, B...
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, B...Oleg Kshivets METHODS: We analyzed data of 786 consecutive LCP (age=57.7±8.3 years; tumor size=4.1±2.4 cm) radically operated and monitored in 1985-2025 (m=674, f=112; upper lobectomies=284, lower lobectomies=180, middle lobectomies=18, bilobectomies=46, pneumonectomies=258, mediastinal lymph node dissection=786; combined procedures with resection of trachea, carina, atrium, aorta, VCS, vena azygos, pericardium, liver, diaphragm, ribs, esophagus=199; only surgery-S=629, adjuvant chemoimmunoradiotherapy-AT=157: CAV/gemzar + cisplatin + thymalin/taktivin + radiotherapy 45-50Gy; T1=328, T2=260, T3=137, T4=61; N0=528, N1=133, N2=125, M0=786; G1=199, G2=248, G3=339; squamous=423, adenocarcinoma=313, large cell=50; early LC=221, invasive LC=565; right LC=422, left LC=364; central=298; peripheral=488. Variables selected for study were input levels of 45 blood parameters, sex, age, TNMG, cell type, tumor size. Regression modeling, clustering, SEPATH, Monte Carlo, bootstrap and neural networks computing were used to determine significant dependence.
RESULTS: Overall life span (LS) was 2245.9±1741.5 days and cumulative 5-year survival (5YS) reached 73.4%, 10 years – 65.2%, 20 years – 42.5%. 516 LCP lived more than 5 years (LS=3118.2±1527.7 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.2% vs.63.5%, P=0.00001 by log-rank test). AT significantly improved 5YS (65.6% vs. 34.8%) (P=0.00001 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, AT, blood cell circuit, prothrombin index, age, bilirubin, procedure type (P=0.000-0.044). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), healthy cells/CC (4), eosinophils/CC (5), erythrocytes/CC (6), segmented neutrophils/CC (7), lymphocytes/CC (8), monocytes/CC (9); stick neutrophils (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) p
Normal distribution and Z score Test for post graduate and undergraduate stu...
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The normal distribution is also known as a Gaussian distribution or probability bell curve.
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Gastric Cancer: Artificial Intelligence, Synergetics, Complex System Analysis...
Gastric Cancer: Artificial Intelligence, Synergetics, Complex System Analysis...Oleg Kshivets METHODS: We analyzed data of 806 consecutive GCP (age=57.1±9.5 years; tumor size=5.4±3.1 cm) radically operated (R0) and monitored in 1975-2025 (m=563, f=243; distal gastrectomies (G)=463, proximal (G)=166, total (G)=177, combined G with resection of pancreas, liver, diaphragm, duodenum, colon transversum, jejunum, cholecystectomy, splenectomy=341; T1=242, T2=223, T3=184, T4=157; N0=443, N1=109, N2=254; G1=225, G2=165, G3=416; early GC=168, invasive=638; only surgery=630, adjuvant chemoimmunotherapy-AT=176: 5-FU+thymalin/taktivin). Variables selected for prognosis study were input levels of 45 blood parameters, sex, age, TNMG, cell type, tumor size. Survival curves were estimated by the Kaplan-Meier method. Differences in curves between groups of GCP were evaluated using a log-rank test. Multivariate Cox modeling, clustering, SEPATH, Monte Carlo, bootstrap and neural networks computing were used to determine any significant dependence.
RESULTS: Overall life span (LS) was 2146.8±2350.4 days and cumulative 5-year survival (5YS) reached 58.6%, 10 years – 52.5%, 20 years – 40.2%, 30 years – 28%. 322 GCP lived more than 5 years (LS=4337.4±2377.7 days), 172 GCP – more than 10 years (LS=5966.5±2159.7 days). 291 GCP died because of GC (LS=649.9±347.1 days). AT significantly improved 5YS (67.5% vs. 56.9%) (P=0.047 by log-rank test). Cox modeling displayed that 5YS of GCP significantly depended on: phase transition (PT) in terms of synergetics N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G, prothrombin index, residual nitrogen, blood cells subpopulations, age, sex, GC cell dynamics, histology, tumor growth, bilirubin, chlorides, procedure type (P=0.000-0.021). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and healthy cells/CC (rank=1), PT early—invasive cancer (2); erythrocytes/CC (3), PT N0--N12 (4); leucocytes/CC (5), lymphocytes/CC (6), thrombocytes/CC (7), monocytes/CC (8), segmented neutrophils/CC (9), eosinophils/CC (10); stick neutrophils/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5-year survival of GCP after radical procedures significantly depended on: 1) PT “early-invasive cancer”; 2) PT N0--N12; 3) Cell Ratio Factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) GC cell dynamics; 9) GC characteristics; 10) tumor localization; 11) anthropometric data; 12) surgery type. Optimal diagnosis and treatment strategies for GC are: 1) screening and early detection of GC; 2) availability of experienced abdominal surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunotherapy for GCP with unfavorable prognosis.
Physiology of Defense System - The Innate Immunity
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Difficult learner
- 1. DIFFICULT LEARNER Dr Faisal Al Haddad Consultant of Family Medicine & Occupational Health PSMMC
- 2. INTRODUCTION HAVE YOU EVER DEAL WITH ?DIFFICULT LEARNER
- 3. POSSIBLE REASONS The teacher may be an excellent and successful practitioner but have limited pedagogical skills and teaching experience. The learner may be underprepared for what is being taught. The learner may learn comparatively slowly .
- 4. POSSIBLE REASONS The learner may be insecure, as manifested by behaviors as disparate as hostility, overconfidence, disorganization, or dependence. Less commonly, the learner may be impaired by mental illness or substance abuse.
- 6. Types of Difficult Learners Withdrawers Arguers Supertalkers Monopolizers
- 7. Withdrawers Aloof, quiet, and disinterested are words commonly used to describe withdrawers. At first glance, withdrawers may not display inappropriate behaviors, but they're considered difficult because they don't provide feedback to help you gauge your effectiveness as a trainer.
- 8. Supertalkers People who engage in side conversations or monopolize class time are supertalkers. Their actions distract both you and the other course members. To discourage supertalkers, establish guidelines at the beginning of the course for example, explain that you will give everyone an opportunity to participate.
- 9. .Arguers Proving that they know more than the trainer is the favorite pastime of arguers. Usually, they believe there's nothing a trainer can teach them that they don't already know. Uncooperative and domineering arguers like to engage the trainer in time-consuming debates. If you identify such a culprit, control your emotions. If you consent to argue, you lose focus and credibility.
- 10. Monopolizers Constantly trying to provide all of the answers. Monopolizers think they have more knowledge about the course content than anyone else in the room, including the trainer. They believe that they know enough content to take over the class, and that's what they'd like to do.
- 12. ?Dealing with Difficult Learner Group 1 Withdrawers Arguers Group 2 Supertalkers Monopolizers
- 13. ?WHAT WOULD YOU DO A) Do nothing, and let the other participants deal with the disrupter. B) Dismiss class, pack your bags, and treat yourself to a much-needed vacation. C) Take a break, and ask the arguer whether you can address his or her concerns before or after class.
- 14. WHAT ARE THE MOTIVES ?BEHIND THESE BEHAVIORS
- 15. REFERENCES A HANDBOOK FOR MEDICAL TEACHERS, DAVID NEWBLE, FOURTH EDITION 1996. DEALING WITH PROBLEM LEARNER, NORMAN KAHN, Fam Med 2001;33(9):655-7 THE DIFFICULT LEARNER, QIANA CHARLES, AMERICAN SOCIETY FOR TRAINING AND DEVELOPMENT 2002.
- 17. THANK YOU