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12 twelve tips medical teacher

S A Azer, D M Dupras, S Azer
BACKGROUND: One of the key priorities of a scholarly teacher is to demonstrate the ability to contribute to the advancement of knowledge, and transformation of new knowledge into applications that can be of value to the profession and the teaching/learning community. However, successful contribution to a scholarly activity such as publication is challenging particularly when academics lack confidence in their writing skills. AIM: The aim of this article is to highlight keys for successful publication in medical education...
October 2014: European Review for Medical and Pharmacological Sciences
Chaoyan Dong, Poh Sun Goh
Videos can promote learning by either complementing classroom activities, or in self-paced online learning modules. Despite the wide availability of online videos in medicine, it can be a challenge for many educators to decide when videos should be used, how to best use videos, and whether to use existing videos or produce their own. We outline 12 tips based on a review of best practices in curriculum design, current research in multimedia learning and our experience in producing and using educational videos...
February 2015: Medical Teacher
Steven D Yavner, Martin V Pusic, Adina L Kalet, Hyuksoon S Song, Mary Ann Hopkins, Michael W Nick, Rachel H Ellaway
Using educational technology does not necessarily make medical education more effective. There are many different kinds of technology available to the contemporary medical teacher and what constitutes effective use may depend on the technology, the learning situation and many other factors. Web-based multimedia instruction (WBMI) provides learners with self-directed independent learning opportunities based on didactic material enhanced with multimedia features such as video and animations. WBMI may be used to replace other didactic events (e...
March 2015: Medical Teacher
Aaron Lawson McLean, Christopher Saunders, Prasad Palani Velu, John Iredale, Kahyee Hor, Clark D Russell
BACKGROUND: Recruitment of trainees into clinical academic medicine remains an area of concern across the globe, with clinical academics making up a dwindling proportion of the medical workforce. To date, few approaches have emphasised early medical student research involvement as a solution to the decline of the clinician-scientist. AIM AND METHOD: We identify 12 tips that all medical teachers can adopt to foster medical student participation in research and encourage student engagement with academic aspects of medicine throughout their time as an undergraduate...
July 2013: Medical Teacher
Subha Ramani, Sharon K Krackov
BACKGROUND: Feedback is an essential element of the educational process for clinical trainees. Performance-based feedback enables good habits to be reinforced and faulty ones to be corrected. Despite its importance, most trainees feel that they do not receive adequate feedback and if they do, the process is not effective. AIMS AND METHODS: The authors reviewed the literature on feedback and present the following 12 tips for clinical teachers to provide effective feedback to undergraduate and graduate medical trainees...
2012: Medical Teacher
Reg Dennick
BACKGROUND: Although there is no single overarching theory of learning, there is a group of learning theories that shares some common elements which can provide useful guidance on a range of teaching and learning practices. AIM: This article aims to describe Constructivist, Experiential and Humanistic learning theories, to explain how these three theories are fundamentally related and to demonstrate how each of them suggests teaching and learning practices. CONCLUSION: Common educational theories can be combined to provide 12 practical tips for teachers and facilitators...
2012: Medical Teacher
R A Kusurkar, G Croiset, Th J Ten Cate
BACKGROUND: Self-determination theory (SDT) of motivations distinguishes between intrinsic and extrinsic motivations. Intrinsic motivation is observed when one engages in an activity out of genuine interest and is truly self-determined. Intrinsic motivation is the desired type of motivation for study as it is associated with deep learning, better performance and positive well-being in comparison to extrinsic motivation. It is dependent on the fulfilment of three basic psychological needs described by SDT...
2011: Medical Teacher
Ann Griffin, Vivien Cook
Institutions in higher education routinely collect evaluation data from students on a wide range of issues relating to the quality of their learning experience. However, it has been recognized that often this data is under utilized in enhancing teaching quality and that there problems in 'closing the loop' which are common across higher education programmes including medicine. This paper reports on the outcomes of a national workshop held at University College London intended to gather good practice ideas and innovations on how to effectively use collected evaluation data from students...
February 2009: Medical Teacher
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