The DOI matches its Crossref record.
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]
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“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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What every teacher needs to know about clinical reasoning
Eva, K. W. (2004) · Medical Education · doi:10.1111/j.1365-2929.2004.01972.x · Cited by 939
Educational Strategies to Promote Clinical Diagnostic Reasoning
Bowen, J. L. (2006) · New England Journal of Medicine · doi:10.1056/nejmra054782 · Cited by 931
AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher
Crosby, R. M. H. (2000) · Medical Teacher · doi:10.1080/014215900409429 · Cited by 885
“White & Ewan (1991) have referred to the multiple teaching roles often needed within a single clinical teaching experience and Irby (1994) described how clinical teachers need to assess learners’ knowledge and provide information as well as facilitate learning.”
BackgroundEffective supervision in clinical practice settings: a literature review
Kilminster, S. M., & Jolly, B. C. (2000) · Medical Education · doi:10.1046/j.1365-2923.2000.00758.x · Cited by 792
Learner centred approaches in medical education
Spencer, J. A., & Jordan, R. K. (1999) · BMJ · doi:10.1136/bmj.318.7193.1280 · Cited by 577
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
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