Medical teacher
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Although dying and death are common in practice, medical and social work students receive limited teaching on this topic. In addition, they have minimal experience of each others' role in the process, yet respecting the roles of other professionals in this delicate area is paramount to the delivery of high standards of care. In an attempt to address this, a pilot interprofessional 3 hour dying and death workshop was developed for senior social work and medical students using a constructivist approach to explore their own personal, uniprofessional and interprofessional roles in the dying and death process. ⋯ This undergraduate interprofessional pilot dying and death workshop was well received and enabled learning on three levels--personal, professional and interprofessional. It promoted a greater understanding of the role of each student's own profession and appreciation of the role of other professionals in the dying and death process.
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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.
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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'.
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An outcome-based approach to medical education compared to a process/content orientation is currently being discussed intensively. In this article, the process and outcome interrelationship in medical education is discussed, with specific emphasis on the relation to the definition of standards in basic medical education. Perceptions of outcome have always been an integrated element of curricular planning. ⋯ Moreover, curricula which favour reductionism by stating everything in terms of instrumental outcomes or competences, do face a risk of lowering quality and do become a prey for political interference. Standards based on outcome alone rise unclarified problems in relationship to licensure requirements of medical doctors. It is argued that the alleged dichotomy between process/content and outcome seems artificial, and that formulation of standards in medical education must follow a comprehensive line in curricular planning.
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Physicians have a scholarly role, including educating others, be it patients, colleagues or students. This led UMC Utrecht to organize a one-week obligatory teacher training course for senior medical students and a six-week elective teaching rotation. Students who complete both may receive a student teaching qualification. They must show didactic skill, have experience with teaching and learn about medical education topics. ⋯ The senior students appear to attain the objectives of the rotation and evaluate it positively. The coordinating teacher-supervisors and the younger students are all generally satisfied to very satisfied with the student teachers. The curriculum benefits from the advisory projects and most essays are so well written that a selection is published as a booklet presented for teachers. These graduates start their career with a teaching qualification.