Medical teacher
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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.
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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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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.