What Makes a Good Clinical Teacher in Medicine? A Review of the Literature

Sutkin, Gary; Wagner, Elizabeth; Harris, Ilene B.; Schiffer, Randolph B.

doi:10.1097/acm.0b013e31816bee61

Cited by 355 publications

(349 citation statements)

References 50 publications

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“…Our findings are consistent with the literature on characteristics of good faculty teachers: Students value faculty who are supportive, inspiring, and communicate well. 13 The results also corroborate the findings of earlier research showing that students value the ability to promote understanding 14 and prefer a supportive learning environment. 15 …”

Section: Discussionsupporting

confidence: 82%

What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference

Melvin¹,

Kassam²,

Burke³

et al. 2014

Journal of Graduate Medical Education

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Background Residents have a critical role in the education of medical students and have a unique teaching relationship because of their close proximity in professional development and opportunities for direct supervision. Although there is emerging literature on ways to prepare residents to be effective teachers, there is a paucity of data on what medical students believe are the attributes of successful resident teachers. Objective We sought to define the qualities and teaching techniques that learners interested in internal medicine value in resident teachers. Methods We created and administered a resident-as-teacher traits survey to senior medical students from 6 medical schools attending a resident-facilitated clinical conference at McMaster University. The survey collected data on student preferences of techniques employed by resident teachers and qualities of a successful resident teacher. Results Of 90 student participants, 80 (89%) responded. Respondents found the use of clinical examples (78%, 62 of 80) and repetition of core concepts (71%, 58 of 80) highly useful. In contrast, most respondents did not perceive giving feedback to residents, or receiving feedback from residents, was useful to their learning. With respect to resident qualities, respondents felt that a strong knowledge base (80%, 64 of 80) and tailoring teaching to the learner's level (83%, 66 of 80) was highly important. In contrast, high expectations on the part of resident supervisors were not valued. Conclusions This multicenter survey provides insight into the perceptions of medical students interested in internal medicine on the techniques and qualities that characterize successful resident teachers. The findings may be useful in the future development of resident-as-teacher curricula.

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Section: Discussionsupporting

confidence: 82%

What Makes a Great Resident Teacher? A Multicenter Survey of Medical Students Attending an Internal Medicine Conference

Melvin¹,

Kassam²,

Burke³

et al. 2014

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…En la evaluación de la docencia, usualmente se mide la percepción de los estudiantes empleando cuestionarios específi cos 23 , esta información es valiosa pero con sesgos naturales, por lo que se aconseja confrontarla con otras mediciones, como la observación y opinión de los propios docentes 23,26,27 . Hasta la fecha, en nuestra Escuela de Medicina, no se había realizado una evaluación sistemática de las percepciones de los docentes respecto a la docencia ambulatoria impartida.…”

Section: Discussionunclassified