A PRACTICAL GUIDE FOR MEDICAL TEACHERS (2025)

Medical Education: An article from 2000

A Reflection on Some Key Pedagogical Competencies, Valuable to the Role of the Medical Educator

Journal of Contemporary Medical Education, 2016

The role of a university professor is multifaceted; as teacher, facilitator, assessor, evaluator, models of learning themselves as self-directed learners, addressing several key competencies for the effective teacher. It is not only about the transmission of knowledge, facts and skills but also about understanding how a student learns and being able to adapt and differentiate the delivery to personalise the learning. Appropriate questioning to assess prior knowledge and testing or challenging the understanding of the student learning is also a skill for the professor. Being able to access and use a variety of resources is important to deepen the understanding of student learning, including current IT skills. The relationship between learner and mentor is essential, developing trust and confidence. The development of appropriate medical and basic science language is an important element to the learning process. The professor's collaboration and collegiate practices in a learning community enrich the learning experience, where best practice can be shared and communicated. It is important to be able to measure the impact of the teaching through assessment (formative and summative) and evaluation, which drives continued improvement in the learning experience. The innovative use of resources and environment that supports student and patient-centred learning and effectively engages with the students must be contextually and clinically relevant to the student's experience.

Emerging trends in medical education: What are they? And why are they important?

North Carolina medical journal

An Introduction to Medical Teaching

2014

Developments in medical education: Issues and responses

Health Policy and Education, 1983

The increase in scientific knowledge has led inexorably to the fragmentation of medicine and medical education. Doctors are trained to work and teach within their discipline. Managing the process of planning, implementing and evaluating teaching among the disciplines requires knowledge and skills in organization and management. The tasks are at the levels of the individual teachers, the department and the faculty, and of the committees they generate. The challenge for the individual teacher and of the organization is to coordinate their cooperative activities in the interest of the students and the promotion of health. Since no individual teacher is responsible for the whole organization, the central responsibility for this centripetal management lies with the Dean.

Some reflections on clinical teaching

Sri Lanka Journal of Child Health, 2009

A Handbook for Medical Teachers

1987

Perhaps we should add a word about our layout and illustrations. Too many books, we fear, are needlessly unattractive because of their presentation. Accordingly, many books are not used to their best advantage. It is our hope that the layout and illustrations in this book will not only create interest but also help in the process of learning and application. For his illustrative work and suggestions, we are indebted to Zig Kapelis. We would like to pay tribute to Professor Stephen Abrahamson, one of the doyens of medical education and the person primarily responsible for stimulating an interest and providing training in education for one of the authors (DN). We also wish to thank our secretaries Barbara Moss, Mary Denys and Aileen Philps for their willing help during the preparation of this book.

HOW CAN LEARNING BE MADE MORE EFFECTIVE IN MEDICAL EDUCATION

Contemporary practices and practical approaches have been designed to enhance the effectiveness of learning. The thesis of the present chapter is that effective learning is already within the grasp of contemporary medical educators. The assumption is that how we think about learning affects what we do to enhance it. Accomplishing effective learning requires learners and teachers to diminish the gap between actual day-today practices in medical education and what is known, understood and believed about the underlying assumptions of those practices. Three themes are explored and discussed to promote more effective learning: 1 the importance of a continuous co-evolution between practice and theory (theory, in this context, refers to the underlying assumptions and beliefs that inform how we understand the world); 2 the implications of understanding learning as a complex adaptive process; 3 the necessity of matching the continuum of dimensions (number of factors involved that make a difference) among tasks, situations, conditions and pedagogy. Three case studies are incorporated to illustrate these three themes at work in effective relationships between practice and theory and in the match of dimensions of tasks and teaching across different orders of magnitude: student–teacher–curriculum; patient and physician; and between two different institutions. Learning as a complex adaptive process is woven throughout the discussions. Several ideas and concepts are presented that may be new to the reader and may involve new and perhaps unfamiliar terminology related to learning that challenges contemporary thinking about the importance of understanding the nature of learning as it relates to becoming a physician. This chapter intentionally seeks to disturb the status quo of some areas of medical education, to promote rethinking and to extend our understanding of the essential nature of interdependence and, in so doing, take medical education to an expanding frontier of effective learning practices. Sometimes it is necessary to see the familiar from different perspectives to realign practices and adapt understanding to changing circumstances.

Medical Education in Practice Strategies for planning and designing medical curricula and clinical teaching

Student learning is an active and constructive process. The role of a teacher is to provide an environment in which students are able to actively engage with subject matter in order to learn it. This article examines the principal features of good curriculum, course and lesson design and discusses ways in which doctors, in their roles as teachers of medical students and medical trainees can ensure that their teaching prompts learners' engagement in the learning process.

Innovations in medical education: getting closer to our goals. Introduction

2009

For nearly a century, despite revolutionary advances in science, the goal of medical education has never changed: to provide a learning environment that produces highly competent, compassionate, and altruistic physicians who are prepared to care for patients and use scientific methods to approach disease prevention, treatment, and cure. However, the means to that end must evolve because the requisite competencies, the context in which students learn, and the expectations for how they practice have dramatically shifted. In 1910, the Flexner Report from the Carnegie Foundation for the Advancement of Teaching fueled the first major reforms in medical education in the United States.1 Medical schools were held to higher academic standards, the biomedical model of teaching was established, and academic medical centers became the ideal clinical training venue for quality teaching, research, and patient care. Although these changes were critically important at the time, Cooke et al.2 propos...