Group items tagged

"The CFD has created the Accessible Resource for Teaching online learning tool to provide additional ways for individuals and groups to participate in faculty development. The goal of ART is to bring faculty development to the teaching practice through the use of short, focused modules. Each module focuses on a particular teaching and learning topic that can be applied in the teaching context and practice."

"The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation."

" Prior to teaching, none of the first year interviewees made an explicit connection between teaching and being a physician. The new instructors selected to teach minimally made a connection and only after prompting. The majority of the experienced instructors did make the connection; however, and did so spontaneously."

There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.

"Teaching clinical reasoning is important and feasible. Teachers who explicitly teach problem solving and decision making may help learners to improve their diagnostic accuracy and treatment choices."

"The ACGME and LCME mandate that residency programs and medical schools provide core faculty with regular faculty development on teaching. Objective Structured Teaching Exercises (OSTEs) are an innovative tool using standardized learners (SLs) to develop and assess teaching skills."

Computer-based teaching (CBT) is a well-known educational device, but it has never been applied systematically to the teaching of a complex, rare, genetic disease, such as Hunter disease (MPS II). Aim: To develop interactive teaching software functioning as a virtual clinic for the management of MPS II.

Teaching on the run, published by Australian Medical Journal - all articles available free of charge

"The tips incorporate educational theory, practical information and ideas for implementation. Each topic is of high interest to doctors who are teaching in their practice. Intrinsic to the resource is the recognition that the clinical environment provides enormous opportunities for effective experiential learning."

"Without some definitions, all attempts to improve teaching wander aimlessly in a sea of conflicting ambitions. In this essay, we offer a way across those troubled waters. With a definition of good teaching clearly in mind, we can then offer some insights into how the best teachers achieve them. "

"Here, I would like to draw on my experience as a learner as well as an educator, together with the available literature, to draw up a simple 12-step teaching strategy that should help the ward round serve the dual purpose of teaching medical students and junior doctors."

By considering clinical reasoning as a skill to be learnt rather than a concept to be understood, a framework for teaching this skill can be developed. The learner initially observes a consultation by the teaching clinician, followed by the teacher explaining the reasoning processes used including hypothesising, hypothesis testing, re-analysis and differential diagnosis. The student then comments on the reasoning of the teacher in a subsequent consultation, followed by feedback from the teacher on the student's reasoning in a third consultation.

"The use of painting in teaching reflective competence was well received. Our students found it an innovative and useful educational tool, an exciting 'out of the box' teaching modality. Moreover, students appreciated the plot, creativity and imagination employed in their fellow students' accounts. Footnotes"

"The Patient Safety Curriculum Guide provides teaching and information tools to support patient safety learning. The Curriculum Guide comprises two parts. Part A is a teachers' guide designed to introduce patient safety concepts to educators. It relates to building capacity for patient safety education, programme planning and design of the courses. Part B provides all-inclusive, ready-to-teach, topic-based patient safety courses that can be used as a whole, or on a per topic basis. There are 11 patient safety topics, each designed to feature a variety of ideas and methods for patient safety learning. "

"Peer assessment of teaching can improve the quality of instruction and contribute to summative evaluation of teaching effectiveness integral to high-stakes decision making. There is, however, a paucity of validated, criterion-based peer assessment instruments. The authors describe development and pilot testing of one such instrument and share lessons learned"

"There is a growing body of research within specific scientific teaching communities that supports and validates the new approaches to teaching that have been adopted. "

"I do not fault people; no one teaches you how to network with others. School does not teach us how to build strategic partnerships or develop interpersonal skills that are helpful with creating a profitable referral network."

Various videos about teaching online

"Reflection is a skill that can be taught and developed in medical education. Evidence demonstrating the value of teaching reflection is emerging that substantiates longstanding educational theories. While a few educators have started to explore the use of reflection for emergency medicine (EM) learners, the potential for broader application exists. This review summarizes the literature regarding reflection in medical education and provides a basic primer for teaching reflection."

"The clinical teaching and learning environment is an ideal field for using adult learning theories and demonstrating their utility. Reinforcing clear thinking in both teacher and learner and considering them should improve clinical learning, and even clinical outcomes."

"We found incorporating OSTEs into a FCR faculty development program to be an effective strategy for improving faculty teaching behavior. Additional study is needed to determine if this strategy results in sustained improvements in conducting FCRs in real inpatient settings. "