The Power of One (clinical teacher) (original) (raw)
Related papers
Pearls of wisdom for clinical teaching: expert educators reflect
Journal of Midwifery & Women's Health, 2003
A group of expert educators, each with more than 20 years of experience in midwifery education, was asked to contribute a "pearl (or pearls) of wisdom" for clinical teaching. Despite minimal instructions regarding what type of wisdom was being solicited, remarkable similarities emerged from the educators' contributions. Themes included the need for self-evaluation to become a competent preceptor, the role-modeling function of the preceptor, the development of critical thinking in students, the need to appreciate students' varying learning styles and individual ways of functioning, and the use of positive reinforcement. Although these may seem like universally accepted concepts in clinical teaching, one contributor related stories she heard from students about "hazing" behaviors that have a negative impact on learning. This points to the need for ongoing education about being an educator, another theme echoed in several of the contributions.
Medical Education, 2008
CONTEXT Despite myriad advances in medical education, we have not yet established a universally accepted set of attributes we can reasonably expect from our teachers. METHODS A modified Delphi technique established the skills, attitudes and practices thought to be core for clinical teachers within our region. We identified relevant statements from the literature. Individuals with significant involvement in undergraduate teaching acted as Delphi panellists. Four statement categories emerged: Preparing to Teach, Delivery of Teaching, Teacher Conduct and Supporting Activities. Two iterations of the Delphi round then took place. In the first round, panellists were asked to accept, reject or develop the statements identified from the literature. In the second round, they were asked to accept or reject modified statements. Throughout the exercise panellists were expected to differentiate between what could be expected from both those involved in clinical undergraduate education and those with a specialist educational remit. Agreement of ‡ 80% was used to assign statements to basic or advanced categories. RESULTS A total of 38 regional panellists participated in the Delphi process. After the 2 iterations, 27 statements were accepted at basic level, mostly in Teacher Conduct (11), and least in Supporting Activities (2). Overall, only 4 statements scored > 80% at advanced level. Many statements (25 of 56), were not clearly defined as either basic or advanced and failed to gain acceptance > 80% for either category. DISCUSSION A useful set of attributes has been developed that can be applied to a majority of clinical teachers. There was less agreement than expected around higher level attributes. Further debate is invited. KEYWORDS clinical medicine ⁄ *education; teaching ⁄ *methods; education, medical, undergraduate ⁄ *methods; attitude of health personnel; clinical competence ⁄ *standards; health knowledge, attitudes, practice.
AMEE Guide no. 34: teaching in the clinical environment
Medical Teacher, 2008
Teaching in the clinical environment is a demanding, complex and often frustrating task, a task many clinicians assume without adequate preparation or orientation. Twelve roles have previously been described for medical teachers, grouped into six major tasks: (1) the information provider; (2) the role model; (3) the facilitator; (4) the assessor; (5) the curriculum and course planner; and (6) the resource material creator .
Medical Students’ Exposure to Bedside Teaching
Medical science educator, 2014
The "One-Minute Preceptor" is a well-known and widely used clinical teaching model which consists of five primary microskills: (1) get a commitment, (2) probe for supporting evidence, (3) teach general rules, (4) reinforce what was right, and (5) correct mistakes. In order to obtain a baseline measurement of the use of these microskills in an established clinical department, we shadowed medical students during rounding experiences and clinical tutorials throughout an 8-week clinical rotation and recorded their exposure to the microskills; combining the latter two into a single domain of "feedback." We recorded the presence or absence of each microskill within 15-min intervals. Overall, commitment, probing, teaching, and feedback occurred in 49.0, 20.2, 89.9, and 41.8 % of the 15-min intervals, respectively. This observational strategy was an innovative approach to observe the quality and quantity of clinical teaching and provides a baseline to determine the impact of faculty development programs to improve clinical teaching.