What clinical teachers in medicine need to know.
Abstract
In order to identify the components of knowledge that effective clinical teachers of medicine need, the author carried out a qualitative study of six distinguished clinical teachers in general internal medicine in 1991. Using data from interviews, a structured task, and observations of each ward team, he identified six domains of knowledge essential to teaching excellence in the context of teaching rounds: clinical knowledge of medicine, patients, and the context of practice, as well as educational knowledge of learners, general principles of teaching and case-based teaching scripts. When combined, these domains of knowledge allow attending physicians to engage in clinical instructional reasoning and to target their teaching to the specific needs of their learners. The results of this investigation are discussed in relation to both prior research on teacher knowledge, reasoning, and action and faculty development in medicine.
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Recognition of feedback occurring is an important prerequisite to interpreting and understanding its message.
“Recognition of feedback occurring is an important prerequisite to interpreting and understanding its message”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [12]
Learners may not always recognize feedback.
“but learners may not always recognize feedback. 4,11,12”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [12]
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“concept of “illness scripts” as a method of organizing clinical knowledge,(9) Irby described the use of teaching scripts by outstanding clinical teachers in a traditional medical education model.(10,11) These scripts, developed through repeti-”
BackgroundMethodBaker, L. R., Leslie, K., Panisko, D., Walsh, A., Wong, A. K., Stubbs, B., & Mylopoulos, M. (2017) · Academic medicine : journal of the Association of American Medical Colleges · doi:10.1097/acm.0000000000001821 · Cited by 38 · see citing works
Students’ perception of the characteristics of effective bedside teachers
Alweshahi, Y., Harley, D. D., & Cook, D. (2007) · Medical Teacher · doi:10.1080/01421590701271818 · Cited by 42 · see citing works
Position of the American Dietetic Association
Maillet, J. O., & YOUNG, E. A. (1998) · Journal of the American Dietetic Association · doi:10.1016/s0002-8223(98)00080-7 · Cited by 42 · see citing works
How do medical teachers address the problem of transfer?
Laksov, K. B., Lonka, K., & Josephson, A. (2007) · Advances in Health Sciences Education · doi:10.1007/s10459-006-9048-9 · Cited by 41 · see citing works
“Irby (1994) suggested that exceptional teachers deviate from content experts in clinical education, because they integrate their knowledge of medicine with knowledge of learning.”
Background
- Authors
- Irby, D. M.
- Affiliations
- University of Washington (US)
- Corresponding author
- Irby, D M
- ORCID
- Irby, D M
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 1994-05
- Volume
- 69
- Issue
- 5
- Pages
- 333-42
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2094892399
- Cited by
- 434
- References
- 0
- Citations by year
- 2026: 3 · 2025: 9 · 2024: 6 · 2023: 8 · 2022: 9 · 2021: 4 · 2020: 10 · 2019: 10 · 2018: 9 · 2017: 17 · 2016: 16 · 2015: 24 · 2014: 24 · 2013: 24 · 2012: 19
- FWCI
- 9.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- clinical teaching, teacher knowledge, attending physicians, general internal medicine, teaching rounds, case-based teaching, faculty development, medical education, student needs
- MeSH terms
- Clinical Competence, Faculty, Medical, Humans, Internal Medicine, Teaching, Models, Educational
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