Medical teacher
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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.
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Medical schools have a need to select their students from an excess of applicants. Selection procedures have evolved piecemeal: Academic thresholds have risen, written tests have been incorporated and interview protocols are developed. ⋯ The model presented is based on a currently best-practice approach and uses measures and methods that maximise the probability of making accurate, fair and defensible selection decisions.
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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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Student ratings have dominated as the primary and, frequently, only measure of teaching performance at colleges and universities for the past 50 years. Recently, there has been a trend toward augmenting those ratings with other data sources to broaden and deepen the evidence base. The 360 degrees multisource feedback (MSF) model used in management and industry for half a century and in clinical medicine for the last decade seemed like a best fit to evaluate teaching performance and professionalism. ⋯ The 360 degrees MSF model appears to be a useful framework for implementing a multisource evaluation of faculty teaching performance and professionalism in medical schools. This model can provide more accurate, reliable, fair, and equitable decisions than the one based on just a single source.