Teaching: Difference between revisions
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Some aspects overlap as well as some aspects may conflict. | Some aspects overlap as well as some aspects may conflict. | ||
* Knowledgeable as | * Knowledgeable and efficiency as attributes for role modeling is also an important tactic for teaching. | ||
* | * Most attributes for role modeling may require time to occur which may conflict with efficiency of teaching as a tactic. | ||
===Teaching tactics=== | ===Teaching tactics=== | ||
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===Role modeling=== | ===Role modeling=== | ||
Role-modeling behavior of quality physicians includes several attributes that have been recommended<ref name="pmid23826717">{{cite journal| author=Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N| title=Doctor role modelling in medical education: BEME Guide No. 27. | journal=Med Teach | year= 2013 | volume= 35 | issue= 9 | pages= e1422-36 | pmid=23826717 | doi=10.3109/0142159X.2013.806982 | pmc= | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=23826717 }} </ref><ref name="pmid25888826">{{cite journal| author=Burgess A, Goulston K, Oates K| title=Role modelling of clinical tutors: a focus group study among medical students. | journal=BMC Med Educ | year= 2015 | volume= 15 | issue= | pages= 17 | pmid=25888826 | doi=10.1186/s12909-015-0303-8 | pmc=4335700 | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=25888826 }} </ref><ref name="pmid21346510">{{cite journal| author=Hatem CJ, Searle NS, Gunderman R, Krane NK, Perkowski L, Schutze GE et al.| title=The educational attributes and responsibilities of effective medical educators. | journal=Acad Med | year= 2011 | volume= 86 | issue= 4 | pages= 474-80 | pmid=21346510 | doi=10.1097/ACM.0b013e31820cb28a | pmc= | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=21346510 }} </ref>: | Role-modeling behavior of quality physicians includes several attributes that have been recommended or studied<ref name="pmid23826717">{{cite journal| author=Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N| title=Doctor role modelling in medical education: BEME Guide No. 27. | journal=Med Teach | year= 2013 | volume= 35 | issue= 9 | pages= e1422-36 | pmid=23826717 | doi=10.3109/0142159X.2013.806982 | pmc= | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=23826717 }} </ref><ref name="pmid25888826">{{cite journal| author=Burgess A, Goulston K, Oates K| title=Role modelling of clinical tutors: a focus group study among medical students. | journal=BMC Med Educ | year= 2015 | volume= 15 | issue= | pages= 17 | pmid=25888826 | doi=10.1186/s12909-015-0303-8 | pmc=4335700 | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=25888826 }} </ref><ref name="pmid21346510">{{cite journal| author=Hatem CJ, Searle NS, Gunderman R, Krane NK, Perkowski L, Schutze GE et al.| title=The educational attributes and responsibilities of effective medical educators. | journal=Acad Med | year= 2011 | volume= 86 | issue= 4 | pages= 474-80 | pmid=21346510 | doi=10.1097/ACM.0b013e31820cb28a | pmc= | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=21346510 }} </ref>: | ||
* Curiosity | * Curiosity<ref name="pmid21346510"/><ref name="pmid9890857">{{cite journal| author=Fitzgerald FT| title=Curiosity. | journal=Ann Intern Med | year= 1999 | volume= 130 | issue= 1 | pages= 70-2 | pmid=9890857 | doi= | pmc= | url=https://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=sumsearch.org/cite&retmode=ref&cmd=prlinks&id=9890857 }} </ref>: | ||
* Caring, humanism<ref name="pmid23826717"/>, and kindness<ref name="pmid21346510"/> | * Caring, humanism<ref name="pmid23826717"/>, and kindness<ref name="pmid21346510"/> | ||
* Competence in clinical skills<ref name="pmid23826717"/>, including knowledgeable<ref name="pmid21346510"/> | * Competence in clinical skills<ref name="pmid23826717"/>, including knowledgeable<ref name="pmid21346510"/> | ||
* Critical thinking<ref name="pmid21346510"/> | * Critical thinking<ref name="pmid21346510"/> | ||
* Humility<ref name="pmid21346510"/> | |||
* Promotes self-directed learning<ref name="pmid21346510"/> | * Promotes self-directed learning<ref name="pmid21346510"/> | ||
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==References== | ==References== | ||
{{reflist|2}} | {{reflist|2}} | ||
[[Category:Medical education| ]] | [[Category:Medical education| ]] | ||
[[Category:Medicine|Education]] | |||
[[Category:Health education]] | |||
{{med-stub}} | {{med-stub}} | ||
Latest revision as of 05:18, 20 September 2018
Template:Tocright Robert G. Badgett, M.D.[1]
In medical education, Teaching is a "formal and organized process of transmitting knowledge to a person or group"[1]
Methods of faculty physicians
Methods of teaching faculty include role modeling and teaching tactics.
Some aspects overlap as well as some aspects may conflict.
- Knowledgeable and efficiency as attributes for role modeling is also an important tactic for teaching.
- Most attributes for role modeling may require time to occur which may conflict with efficiency of teaching as a tactic.
Teaching tactics
Teaching tactics used by individual faculty during clinical care have been validated:[2]
- Learning climate
- Control of session. Efficiency, attention to time, complete, agenda setting, avoided digressions
- Communication of goals
- Promoting and understanding retention
- Evaluation
- Feedback
- Promoting self-directed learning
- Teacher's knowledge. Includes directing learners to use literature; discussed viewpoints other than is/her own.
Role modeling
Role-modeling behavior of quality physicians includes several attributes that have been recommended or studied[3][4][5]:
- Curiosity[5][6]:
- Caring, humanism[3], and kindness[5]
- Competence in clinical skills[3], including knowledgeable[5]
- Critical thinking[5]
- Humility[5]
- Promotes self-directed learning[5]
Learners' perspectives on important attributes may differ from attributes that faculty value[7].
See also
References
- ↑ Anonymous (2024), Teaching (English). Medical Subject Headings. U.S. National Library of Medicine.
- ↑ Litzelman DK, Stratos GA, Marriott DJ, Skeff KM (1998). "Factorial validation of a widely disseminated educational framework for evaluating clinical teachers". Acad Med. 73 (6): 688–95. PMID 9653408.
- ↑ 3.0 3.1 3.2 Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N (2013). "Doctor role modelling in medical education: BEME Guide No. 27". Med Teach. 35 (9): e1422–36. doi:10.3109/0142159X.2013.806982. PMID 23826717.
- ↑ Burgess A, Goulston K, Oates K (2015). "Role modelling of clinical tutors: a focus group study among medical students". BMC Med Educ. 15: 17. doi:10.1186/s12909-015-0303-8. PMC 4335700. PMID 25888826.
- ↑ 5.0 5.1 5.2 5.3 5.4 5.5 5.6 Hatem CJ, Searle NS, Gunderman R, Krane NK, Perkowski L, Schutze GE; et al. (2011). "The educational attributes and responsibilities of effective medical educators". Acad Med. 86 (4): 474–80. doi:10.1097/ACM.0b013e31820cb28a. PMID 21346510.
- ↑ Fitzgerald FT (1999). "Curiosity". Ann Intern Med. 130 (1): 70–2. PMID 9890857.
- ↑ Haghdoost AA, Shakibi MR (2006). "Medical student and academic staff perceptions of role models: an analytical cross-sectional study". BMC Med Educ. 6: 9. doi:10.1186/1472-6920-6-9. PMC 1402291. PMID 16503974.