Medical teacher
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As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The 'Colleague Development Program' focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries. ⋯ Situating peer evaluation within a collegial partnership overcame participants' concerns about being the subject of 'evaluation' and 'criticism' by emphasising existing collegiality and trust amongst peers.
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Given changing trends in specialty choices among medical students coupled with continued challenges associated with medical specialty decision-making, it is important for medical educators to understand how students make decisions about their medical career. Medical educators should be aware of how medical school-based experiences and interactions such as faculty, courses, and services impact students' specialty choices and decisions. ⋯ Students interested in person-oriented specialties versus technique-oriented specialties indicate differences in what influences their specialty choice. This study may be helpful to medical educators and advisors who work with students on specialty decision-making.
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The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates' incompetence in some clinical skills. ⋯ The SCCP ensures consistent quality in the teaching and assessment of all relevant clinical skills of all students, despite large numbers. It improves student and teacher confidence and satisfaction, ensures clinical skills competence, and could replace costly OSCEs.
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Professional self-identity is a 'state of mind' -- identifying one's-self as a member of a professional group. Delayed professional self-identity is a barrier to successful transition from student to professional. Current trends in medical education limit student doctors' legitimate peripheral participation and may retard their developing professional self-identity compared with other health and social care students. ⋯ The data provides sufficient evidence of validity with student doctors to justify wider data collection.