Abstract:
AIM:The aim of the study was to explore the different ways in which doctors have learned to teach and train. INTRODUCTION:There is no coherent theory of medical teacher development. Doctors are experts in what they teach; most have had little or no training in how they teach. Research has mostly concentrated on the acquisition and improvement of pedagogical skills by attendance at formal, generally short courses. These may have limited impact. METHODS:We carried out semistructured interviews with 10 experienced medical teachers. A review of the literature had suggested areas to explore. Interviews were transcribed and coded and thematic analysis and grounded theory used as the framework for qualitative analysis. RESULTS:Four areas were identified as important in teacher development: acquisition of educational knowledge and skills; modelling and practice of teaching skills; encouragement and motivation of teachers, and constraints on teaching and learning. DISCUSSION:The results suggest a model for teacher development that begins with doctors as learners, learning to learn and watching teachers teach. They then start to teach, acquiring and practising skills, and subsequently move on to reflect on their teaching. They can be encouraged to teach but may also be prevented from teaching. CONCLUSIONS:This inductive study proposes a model for medical teacher development that attempts to explain how doctors learn to teach and train. More research is needed to clarify the findings. There are implications for faculty development.
journal_name
Med Educjournal_title
Medical educationauthors
MacDougall J,Drummond MJdoi
10.1111/j.1365-2929.2005.02335.xkeywords:
subject
Has Abstractpub_date
2005-12-01 00:00:00pages
1213-20issue
12eissn
0308-0110issn
1365-2923pii
MED2335journal_volume
39pub_type
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