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Teaching

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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[edit | edit source]

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[edit | edit source]

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[edit | edit source]

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[edit | edit source]

References[edit | edit source]

  1. ↑ Anonymous (2024), Teaching (English). Medical Subject Headings. U.S. National Library of Medicine.
  2. ↑ 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. ↑ 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.
  4. ↑ 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. ↑ 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.
  6. ↑ Fitzgerald FT (1999). "Curiosity". Ann Intern Med. 130 (1): 70–2. PMID 9890857.
  7. ↑ 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.

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