77 What makes a Great Clinical Teacher? ‘The Master, the Novice and the Apprentice’ Speak

• Published in: Archives of disease in childhood 2021-10, Vol.106 (Suppl 2), p.A33-A33
• Main Authors: Power, Edmond, Sharif, Farhana, Crothers, Erica, Sharif, Saad, Amjad, Basith
• Format: Article
• Language: English
• Subjects: Abstracts; Careers; Cognition & reasoning; Cognitive ability; COVID-19; Medical Education; Medical personnel; Pandemics; Pediatrics; Teacher Role; Teachers; Teaching; Thinking Skills
• ISSN: 0003-9888; 1468-2044
• DOI: 10.1136/archdischild-2021-europaediatrics.77

To describe the definitions of a great clinical teacher from the literature To discuss the importance of teaching at different stages of a medical career The highlight the benefits of teaching to the learnerFive medical personnel at different stages of their career in paediatric training: student, intern, trainee, consultant and surgeon discussed their experiences of great clinical teaching. The literature studied encompassed a wide variety of fields and provided varying viewpoints on the characteristics that make a teacher great in the medical field.While personal experiences varied greatly, many of the brilliant teachers were found to possess similar traits, particularly those of positive interactions with patients. Much of what is learned from teachers is not explicitly taught but is gained from observation and experience.The role of the teacher is changing, particularly in light of the emergence of electronic communications during the COVID-19 pandemic. Educators must continuously evolve to meet these changes and appreciate that students are learning from them at every opportunity, whether they are explicitly teaching or not. Non-cognitive skills are as important, if not more important, than purely cognitive skills and these must be imparted to trainees by their clinical teachers.