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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”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [12]
In the citing paper
“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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Metadata
- 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
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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