A model for teaching in learner-centred clinical settings

• Published in: Medical teacher 2021-12, Vol.43 (12), p.1450-1452
• Main Authors: Sternschein, Rebecca, Hayes, Margaret M., Ramani, Subha
• Format: Article
• Language: English
• Subjects: Clinical training; Communication skills; Educational Environment; Educational Objectives; Humans; Learning; Learning environment; Medical education; Outcomes of Education; School environment; Staff development; Student-centered learning; Surveys and Questionnaires; Teachers; Teaching
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2020.1855324

Teaching in a learner-centred clinical setting requires clinical teachers trained in diagnosing and addressing learner needs and interests in order to create an optimal learning environment. These educational skills may not have been explicitly addressed in medical training in the past, when little to no focus was devoted to the learning environment and promoting learner-centredness. Thus, clinical teachers may be left without a model for their important and nuanced role as facilitators of learning in the current environment. We propose that clinical teachers frame their educational approach through the lens of teachers' perspectives. Not only does this model illustrate the factors that influence and modify clinical teachers' mindset, but it also demonstrates the impact that teachers' experiences may have upon creating the learning environment and determining educational outcomes. This model also identifies a feasible starting point for essential staff development: refining communication skills for use in the educational setting. With this training and model to frame understanding, clinical teachers may be better prepared to fulfill their essential role in the learner-centred educational clinical environment.