Twelve tips to promote excellence in medical teaching

For medical teachers around the world, teaching duties have expanded beyond the classroom and include teaching small groups, assessment, providing instructional materials beyond the syllabus, problem-based learning, learner-centred teaching, clinical teaching on-the-fly-and the list goes on. Faculty...

Full description

Saved in:
Bibliographic Details
Published in:Medical teacher 2006-02, Vol.28 (1), p.19-23
Main Author: Ramani, Subha
Format: Article
Language:English
Subjects:
Assessment
College faculty
Culture
Education, Medical, Undergraduate - economics
Education, Medical, Undergraduate - methods
Educational Theories
Educational theory
Evaluation
Evidence-Based Medicine - methods
Faculty Development
Faculty, Medical - organization & administration
Financial Support
Journalism, Medical
Medical education
Medical schools
Mentors
Problem-Based Learning - methods
Professional development
Program Evaluation - methods
Social Change
Social Values
Teachers
Teaching - methods
Teaching - organization & administration
Teaching - standards
Teaching Skills
United States
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:For medical teachers around the world, teaching duties have expanded beyond the classroom and include teaching small groups, assessment, providing instructional materials beyond the syllabus, problem-based learning, learner-centred teaching, clinical teaching on-the-fly-and the list goes on. Faculty development is essential to train medical faculty in essential educational theory and specific teaching skills as well as to encourage a flexible and learner-centred approach to teaching. Finally, self-reflection and critique of teaching techniques are vital to propel medical schools towards promoting and aiming for uncompromising excellence in medical education. The twelve tips described in this article relating to educating teachers, evaluating teaching and eradicating institutional apathy are simple measures that educational leaders can apply to promote excellence in teaching at their parent institutions. The tips introduce a multi-dimensional approach to improving the overall quality of medical education consisting of measures aimed at individual teachers and those aimed at overhauling the teaching climate at medical institutions.
ISSN:0142-159X
1466-187X
DOI:10.1080/01421590500441786