The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers

MacDougall, Jane; Drummond, Mary Jane

doi:10.1111/j.1365-2929.2005.02335.x

Cited by 101 publications

(89 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Role models have a strong influence on the career choices of medical students, and are important in medical teacher development. 4,5 In this study we tried to elicit qualities of best preclinical level medical teacher by the perception of student. Surprisingly out of all three preclinical subjects, the best teachers are from Anatomy, which student feels as difficult and interesting subject.…”

Section: Discussionmentioning

confidence: 99%

Qualities of best medical teacher: a student perceptive study

Kumari¹,

Rao²,

Sekhar³

et al. 2016

Int J Res Med Sci

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Qualities of best medical teacher: a student perceptive study

Kumari¹,

Rao²,

Sekhar³

et al. 2016

Int J Res Med Sci

View full text Add to dashboard Cite

“…Such a fuller understanding of non-formal learning processes would inform the format and delivery of formal courses in facilitating learning from experience (MacDougall & Drummond 2005). Also, a more developed map of non-formal learning would point to ways that faculty development could be supported outside of formal courses.…”

Section: Introductionmentioning

confidence: 99%

“…Also, a more developed map of non-formal learning would point to ways that faculty development could be supported outside of formal courses. Such programmes are not mandatory (Towle 1998;Spencer 2003;BMA 2006) and may have limited impact (MacDougall & Drummond 2005).…”

Section: Introductionmentioning

confidence: 99%

Mapping the work-based learning of novice teachers: Charting some rich terrain

Cook¹

2009

Medical Teacher

View full text Add to dashboard Cite

Background: Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education. Aim: This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised. Method: The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe 'what' and 'how' non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a 'concept map', participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators. Results: Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback. Conclusion: Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.

show abstract

“…E n el pasado se asumía que todo profesor de medicina podía realizar actividades docentes de forma autodidacta; sin embargo, con el paso del tiempo quedó en evidencia que para impartir una docencia de calidad, que promoviera el aprendizaje y enseñanza efectivos en los estudiantes, se requería de formación en el tema [1][2][3][4] . Los cambios surgidos en la educación médica han hecho de la docencia una tarea compleja y demandante, en la que es posible identifi car 12 roles que el profesor de medicina puede llegar a desarrollar 5 .…”

unclassified