Medical teacher
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The Worksheet for Ambulatory Medicine (WAM) is an educational tool designed to enhance teaching and learning outpatient internal medicine. It was developed to identify student learning needs, focus teaching, and structure educational and patient care activities in a clinic setting. The purpose of the study was to assess the feasibility and educational value of using the WAM with medical students and preceptors. ⋯ Nearly half the preceptors did not find it helpful with time management. Both students and preceptors rated the overall value and usefulness of the WAM as good to very good, and a majority recommended that others use it. Using the Worksheet for Ambulatory Medicine was feasible and educationally valuable for many third- and fourth-year medical students and their preceptor in a required ambulatory internal medicine clerkship.
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This paper describes the establishment and evaluation of a single specialty programme for the development of teaching skills in senior doctors. The learning is scheduled against the needs of trainers, which can be derived from the available evidence including a college curriculum for juniors, and the learners' own personal declarations. The outcome is shown though performance measures (junior doctors' feedback), participant feedback and group development. The value of a programme, which is specialty specific, is thus highlighted.
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This report presents an evaluation of the impact of the 'Training of Trainers' (TOT) courses conducted since 1997. The effects of TOT programmes were studied using a questionnaire given to the course participants immediately after and again following a minimum period of six months after completion of the course. The 85 participants included in this analysis were medical teachers from the Istanbul Faculty of Medicine, of whom 17% were instructors, 39% were associate professors and 44% full professors. ⋯ The majority of the participants reported more feedback from students and enhancement of student-faculty interaction in their teaching experience after the course. These results appear promising and indicate that TOT courses indeed motivate the teaching staff and provide them with tools and opportunities for more effective teaching. They also appear to have a lasting impact.
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Recently, standardized patient assessments and objective structured clinical examinations have been used for high-stakes certification and licensure decisions. In these testing situations, it is important that the assessments are standardized, the scores are accurate and reliable, and the resulting decisions regarding competence ar equitable and defensible. For the decisions to be valid, justifiable standards, or cut-scores, must beset. ⋯ The purpose of this article is to provide the reader with some guidance on how to set defensible standards on performance assessments, especially those that utilize standardized patients in simulated medical encounters. Various methods are discussed and contrasted, highlighting the relevant strengths and weaknesses. In addition, based on the prevailing literature and research, ideas for future studies and potential augmentations to current performance-based standard setting protocols are advanced.