Critical Values in Medical Education

Moy, Richard H.

doi:10.1056/nejm197909273011305

Cited by 8 publications

(2 citation statements)

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“…the faculty were really dedicated to teaching?" asks Moy (1979); without exercises in professional audit we are unlikely to find out. Although good teaching certainly depends upon adequate departmental infrastructure and the identification of clear goals, two of the most important factors are the enthusiasm and personality of the teachers (Godfrey, 1991).…”

Section: General Commentsmentioning

confidence: 98%

“…Although it seems obvious that good teachers should be rewarded, teaching has played little, if any, role in the assessment of individuals and departments, it having been regarded by many academics as a chore interrupting other activities. Despite occasional calls for educational issues to be given top priority (Moy, 1979;Fallon et al, 1987) they have been widely ignored and in one American medical school, staff listed teaching as sixteenth in their order of priorities (Abrahamson, 1990). There are now signs that the dominance of research in terms of staff and depart-mental assessment is beginning to be questioned (Abrahamson, 1991).…”

Section: Introductionmentioning

confidence: 99%

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Two years' experience of assessment of anatomy teachers and courses by preclinical and clinical students

1993

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Students at the Royal College of Surgeons in Ireland completed a questionnaire at the end of the anatomy course assessing teachers and teaching in the department of anatomy. Individual teachers were rated on a five-point scale for their performance as lecturers, demonstrators, and examiners. Anatomy teaching was considered in its various subdivisions: regional anatomy, the dissection room course (gross laboratory), radiological anatomy, embryology, neuroanatomy, and histology, and each was scored on a similar five-point scale for relevance and interest. Constructive criticism of both staff (faculty) and course was invited. The results of this survey have been used to counsel staff to good effect, and to improve course structure and content. Resultant changes were made in the teaching of histology, neuroanatomy, and embryology, and the restructuring of surface anatomy tutorials. Numerical scores for teachers provide indices of teaching abilities for comparative purposes and for professional advancement. A similar questionnaire given to clinical students 1 year after completion of the anatomy course is shown to have been of little value.

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Section: General Commentsmentioning

confidence: 98%