| Learning to be an
Educator For most residents and
many other physicians, teaching is a job that is performed with little, if any, specific
training in teaching methods and techniques. With the desire, a little practice,
established guidelines on how to teach, and taking time for reflection (i.e.,
self-critique), physicians can become excellent instructors. In thinking about how to do
that, consider the following suggestions.
Teach the process of learning as
much as the content. A limited amount of the factual knowledge communicated to
students is actually retained. Therefore, if as the instructor you can convey enthusiasm
for the process of learning – the thought, research, and investigation – then an
important educational objective has been met.
Be a role model and mentor.
As a physician and an instructor, you serve as a role model. Regardless of what you say,
in observing your conduct, students develop an understanding of what you value and your
clinical performance may become the standard students emulate. Therefore, be constantly
aware that in everything you do, your actions are conveying subtle but important messages
to your students.
Listen and learn about each student.
To maximize the effectiveness of your teaching, personalize it as much as
possible (i.e., praise student’s strengths and teach to improve his/her weaknesses).
This can be done only if you have taken the time to listen to and assess each
student’s strengths and weaknesses.
Provide constructive feedback.
Through timely, targeted, and constructive feedback, students will more easily assimilate
your assessment of their performance. Tell students when they do something right and why
(i.e., reinforcement). Equally important, tell them when they do something wrong and then
ask them to tell you how they could improve (i.e., self-critique).
Make time for students.
Because of students’ individual needs, it is important as a teacher for you to be
available to discuss their needs, answer questions, provide direction, etc. In doing this,
you will be acknowledging the importance of learning.
Challenge the learner.
Medical students are bright inquisitive learners. Therefore, it is important to
continually provide opportunities that challenge them (i.e., inviting their participation
in everyday diagnostic and therapeutic dilemmas).
Challenge yourself to adapt to each
learner’s needs. View learner diversity as a unique and interesting
challenge and to the extent possible, adapt your teaching style to suit the learning needs
of each student. Pointedly ask students if your instruction is meeting their needs.
Adapted from Orientale, E. (1998). Ten Tips
for Effective Teaching. Family Medicine; 30 (5): 326-7) |
Learner Contracts. Medical students are adult learners who want to know what they need
to learn, what is expected of them, and how they will be evaluated. Although it is not
always possible or appropriate, remember that students learn best when they are motivated
and involved in both setting goals and deciding on relevant content for learning. The
learner contract is a personal agreement between the instructor and the student that
outlines expectations (knowledge, skills, and attitudes), roles, responsibilities,
deadlines, and performance assessment in the clerkship or other learning experience.
Example of Learner Contract
(To be developed jointly by the instructor and student.)
Items instructor and students should review:
___ A. Other clerkship/clinical experiences the student has
completed
___ B. The student’s medical interests
___ C. Clinical skills inventory form
___ D. Clerkship educational goals and objectives
___ E. Clerkship evaluation forms
___ F. Roles of the instructor and the student
___ G. Evaluation methods
Learning Objectives:
Student goals: list 2 –
5 learning objectives and specific strategies for accomplishing them.
Instructor goals: list 2 – 5
most important areas on which the student should focus and strategies for addressing these
areas.
Agreement on goals: The
student’s summary of performance goals and expectations.
__________________________
__________________________
Instructor’s Signature/Date
Student’s Signature/Date
Adapted from Toffler, WL & Taylor, AD (1998).
Prematriculation Clinical Experiences: Optimizing the Outcomes. Family Medicine 30 (10):
701-2). |
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