Good teaching is good teaching: A narrative review for effective medical educators

Abstract

Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area.

Teaching and learning innovation in present and future of human anatomy course at RSU

“…Specifi c medical cases, if uploaded in CT, MRI or ultrasound, can be studied in full details. Th e tutors can help off er the high values of eff ective and Virtual Human Anatomy [5].…”

Emotions as student feedback

“…The EAFT may enhance student motivation to complete feedback as this element of student gain can be provided by the tool's reflective component. Reflecting upon the emotional impact of a lesson should lead to the development of a learner who has an increased awareness of their own feelings …”

“…Refl ecting upon the emotional impact of a lesson should lead to the development of a learner who has an increased awareness of their own feelings. 5,10 Refl ection is crucial to continual development in medicine, and subsequent learning is said to be enhanced when emotions are involved, as emotional experiences -both good or bad -are more likely to be thought about and remembered than non-emotional ones. 5 Therefore, the thought required to provide feedback using emotional adjectives could also result in an increased ability to recall the lesson, which is an appropriate gain for the students.…”

In Pursuit of Excellence Reconsidered: Expertise and Expert Performance in the Teaching, Learning, and Application of Anatomy

“…Within the diverse field of anatomical sciences, no one benchmark can, or should, be applied. Furthermore, standardization of knowledge competency with congruent pedagogic skills (Berman, ) will be met with challenge and not surprisingly, resistance. In the realm of anatomy education, it is easy to lose sight of the fact that familiarity of subject content, if left unchallenged, can impose a deceptive sense of assurance in delivery of expertise.…”