Document Detail

Aligning teaching practices with an understanding of quality teaching: a faculty development agenda.
MedLine Citation:
PMID:  21070116     Owner:  NLM     Status:  MEDLINE    
BACKGROUND: To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development.
AIM: The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching.
METHOD: A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, "My Ideal Teacher" and "Myself as a Teacher."
RESULTS: Faculty and residents showed strikingly similar discrepancies, in both their magnitudes and directions, between their ratings of "My Ideal Teacher" and those of "Myself as a Teacher." Both residents and faculty found it most difficult to develop the stimulating, well-read, and innovative nature to meet their own standards.
CONCLUSIONS: Data did not support our hypothesis that faculty would demonstrate stronger congruence between "My Ideal Teacher" and "Myself as a Teacher" than residents. Medical faculty would benefit from future faculty development practices that are designed to assist them in becoming stimulating, well-read, and innovative teachers, while using less control and caution in their teaching.
Hiromi Masunaga; Maurice A Hitchcock
Related Documents :
7990436 - Secondary health educators' perceived self-efficacy in teaching mainstreamed mentally d...
22081656 - Student-led peer-assisted learning: the kuppi experience at the medical school of the u...
17172366 - Community perception of school-based deworming program in sanliurfa, turkey.
2914576 - Is aids a biasing factor in teacher judgment?
7401146 - Career preferences of first- and second-year medical students: the wami experience.
25461126 - The impact on dental students' knowledge in three european countries through an online ...
Publication Detail:
Type:  Journal Article     Date:  2010-11-11
Journal Detail:
Title:  Medical teacher     Volume:  33     ISSN:  1466-187X     ISO Abbreviation:  Med Teach     Publication Date:  2011  
Date Detail:
Created Date:  2011-01-31     Completed Date:  2011-05-12     Revised Date:  2014-07-30    
Medline Journal Info:
Nlm Unique ID:  7909593     Medline TA:  Med Teach     Country:  England    
Other Details:
Languages:  eng     Pagination:  124-30     Citation Subset:  IM    
Export Citation:
APA/MLA Format     Download EndNote     Download BibTex
MeSH Terms
Internship and Residency / standards*
Staff Development / organization & administration*
Teaching / standards*

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine

Previous Document:  Health advocacy training: Why are physicians withholding life-saving care?
Next Document:  Improving lecture skills: a time-efficient 10-step pedagogical consultation method for medical teach...