Medical teacher
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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.
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As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The 'Colleague Development Program' focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries. ⋯ Situating peer evaluation within a collegial partnership overcame participants' concerns about being the subject of 'evaluation' and 'criticism' by emphasising existing collegiality and trust amongst peers.
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Unprofessional behaviours by medical students predict future disciplinary outcomes. Comprehensive clinical performance examinations (CPXs) that are commonly employed to evaluate learners may provide an opportunity to identify unprofessional behaviours. ⋯ Unprofessional behaviours are exhibited during the CPX and subsequent remediation. The frequently occurring behaviours of irresponsibility and diminished capacity for self-improvement are predictive of future professionalism problems and co-occur with behaviours that preclude meaningful patient relationships. A framework for identifying unprofessional behaviours may be useful in the formal assessment of professionalism during the CPX.
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Despite growing recognition of the need to increase cultural diversity undergraduate education in the UK, the US and Canada, there is a lack of cohesion in the development and delivery of cultural diversity teaching in medical schools in these three countries. This article highlights 12 tips for developing cultural diversity education in undergraduate medical programmes by integrating it in institutional policies, curriculum content, faculty development and assessment. These tips can be used to help ensure that students gain needed knowledge, skills and attitudes consistent with a view of patients as complex individuals with unique needs.