Twelve tips for preparing residents as teachers  

Oleh:

Mann, Karen V. ; Sutton, Evelyn ; Frank, Blye

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Medical Teacher (keterangan: ada di Proquest) vol. 29 no. 04 (May 2007), page 301.

Ketersediaan

Perpustakaan FK Nomor Panggil: M37.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Background: Residents are frequently identified by medical students as their most frequent and memorable teachers; residents also teach their peers, junior and senior colleagues, other health professionals, and their patients. Many will teach in their future practice. Developing the skills to become a teacher is an important part of postgraduate education, and warrants a systematic, planned approach that may include many complementary learning opportunities. Aims: Our purpose is to describe one such approach: a 4-week elective experience in medical education offered to postgraduate learners. Method: The paper describes the background and goals for the elective, and the various steps in planning, implementing, and evaluating such a course, drawing on the literature and mining our own experience for examples. Specifically, we address the following: needs assessment; the determination and selection of content, sequence, and teaching and learning methods; the experiential learning opportunities offered; and the emphasis on the participants' developing self-awareness of themselves as teachers, and as part of a community of teachers. Results: The program implementation, program evaluation, and response to feedback received are described. Conclusion: A 4-week elective experience in medical education was positively received by participants.

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