Medical teacher
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How multiple forms of psychological distress coexist in individual medical students has not been formally studied. ⋯ Most medical students experience ≥1 manifestation of distress with many experiencing multiple forms of distress simultaneously. The more forms of distress experienced the greater the risk for suicidal ideation and thoughts of dropping out of medical school.
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Clinical reasoning is one of the most critical skills to teach to medical learners, yet clinician educators rarely receive adequate training on how to teach this topic. ⋯ Teaching clinical reasoning is important and feasible. Teachers who explicitly teach problem solving and decision making may help learners to improve their diagnostic accuracy and treatment choices.
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Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. ⋯ Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.
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Randomized Controlled Trial Comparative Study
Both preparing to teach and teaching positively impact learning outcomes for peer teachers.
We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. ⋯ Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.