Twelve tips to promote excellence in medical teaching

• 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
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/01421590500441786

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.