Medical teacher
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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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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.
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Randomized Controlled Trial Comparative Study
Student teachers can be as good as associate professors in teaching clinical skills.
The aim of this study is to compare student teachers and clinical associate professors regarding the quality of procedural skills teaching in terms of participants' technical skills, knowledge and satisfaction with the teaching. ⋯ Trained student teachers can be as good as associate professors in teaching clinical skills.