2017
DOI: 10.1186/s12909-017-1011-3
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Frontline learning of medical teaching: “you pick up as you go through work and practice”

Abstract: BackgroundFew medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. There is a gap in rese… Show more

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Cited by 27 publications
(44 citation statements)
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“…The answer is yes! Earlier, there was no formal training for surgical teachers; they were just experts in what they taught, but most of them learned the art and science of teaching as they went along by informal experiential learning [39]. Now, several universities and national organizations like Medical Council of India run short teaching-improvement workshops/courses which enable medical teachers to understand basic educational theories, knowledge gaps related to education, the role of teaching for surgeons, teaching tools to improve teaching performance, setting learning goals, curriculum development/evaluation, creating teaching content, assessment of learning, educational research, their own individual needs, and how to improve interactive experiences with learners [40].…”
Section: Are There Any Objective Criteria To Assess Quality Of Surgicmentioning
confidence: 99%
“…The answer is yes! Earlier, there was no formal training for surgical teachers; they were just experts in what they taught, but most of them learned the art and science of teaching as they went along by informal experiential learning [39]. Now, several universities and national organizations like Medical Council of India run short teaching-improvement workshops/courses which enable medical teachers to understand basic educational theories, knowledge gaps related to education, the role of teaching for surgeons, teaching tools to improve teaching performance, setting learning goals, curriculum development/evaluation, creating teaching content, assessment of learning, educational research, their own individual needs, and how to improve interactive experiences with learners [40].…”
Section: Are There Any Objective Criteria To Assess Quality Of Surgicmentioning
confidence: 99%
“…Furthermore, access to training may be limited due to their responsibilities being undefined. In some contexts, accreditation, professional standards or institutional requirements for professional development in assessment may not exist or be implemented [14]. Whether potential item writers should be expected to have such skills and produce items will vary across institutions, although the need to produce items is universal.…”
Section: Introductionmentioning
confidence: 99%
“…Designing and delivering teaching or training is often simultaneously exciting and terrifying. Many healthcare professionals are expected to teach undergraduates and postgraduates, or train colleagues, patients and their families, with little or no formal training in providing education themselves (Hartford, Nimmon and Stenfors, 2017). This can lead to a lack of confidence in this vital aspect of their role.…”
Section: Introductionmentioning
confidence: 99%