Medical teacher
-
Since the World Health Organization identified interprofessional education (IPE) as an important component of primary health care in 1978, health sciences educators continue to debate when it might be best to introduce IPE into the academic training of health professionals. While IPE continues to be offered at increasingly early stages in students' professional development, few if any IPE initiatives have targeted undergraduate pre-health professional students who are likely to enter health professional programs. ⋯ Participation in this short, one-time IPE exercise resulted in profound changes in attitudes, interests, and knowledge amongst participating students. Based on these changes, mandatory IPE for pre-health professional students is merited but additional research on this topic is necessary.
-
We reviewed the medical-education literature in order to explore the significance and importance of teaching medical students about education principles and teaching skills. ⋯ Medical students' informal teaching activities accompany, facilitate, and complement many important aspects of their medical education. Formally developing medical students' knowledge, skills, and attitudes in education may further stimulate these aspects.
-
This study evaluates whether peer-assisted learning (PAL) can be used to improve students' clinical examination skills. ⋯ This study shows that PAL is a useful adjunct to MSS training, and could be incorporated into medical curricula to enhance clinical skills.
-
This paper describes the curriculum and impact of an innovative resident-as-teacher course at the University of Massachusetts Medical School. The intent of the course is to prepare students across undergraduate and graduate medical education for their roles as teacher, learner and leader during residency. ⋯ Results indicate the course did effect a change in students' attitudes to teaching as evident from comments such as, 'I will be a better teacher because I have been given the appropriate tools'.
-
Significant progress has been made with the move to outcome-based education (OBE) in medicine and learning outcomes are on today's agenda. Learning outcomes have been specified in a number of areas and frameworks or models for communicating and presenting learning outcomes have been described. OBE has, however, two requirements. ⋯ An OBE implementation inventory is described that allows schools to assess their level of adoption of an OBE approach in their institution. Schools can use this to rate their level of OBE adoption on a five point scale on nine dimensions - a statement of learning outcomes, communication with staff/students about the outcomes, the educational strategies adopted, the learning opportunities available, the course content, student progression through the course, assessment of students, the educational environment and student selection. A profile for OBE implementation can be prepared for the institution.