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A framework for developing excellence as a clinical educator.

E A Hesketh1, G Bagnall, E G Buckley

  • 1Education Development Unit, Scottish Council for Postgraduate Medical and Dental Education, Dundee, UK.

Medical Education
|June 13, 2001
PubMed
Summary
This summary is machine-generated.

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This study introduces a new framework defining medical educator competence through 12 learning outcomes. This outcome-based approach supports teaching professionalism and curriculum development for medical education excellence.

Area of Science:

  • Medical Education
  • Professional Development

Background:

  • Growing emphasis on quality medical education necessitates training doctors as educators.
  • Existing training courses vary in scope, from task-specific skills to broader educational theory application.

Purpose of the Study:

  • To describe an outcome-based framework for defining medical educator competence.
  • To support the development of a curriculum for teaching excellence in medical education.

Main Methods:

  • Defined teaching competence through 12 specific learning outcomes.
  • Developed a holistic framework for medical educators' roles and professionalism.

Main Results:

  • The framework offers a structured approach to medical teaching competence.

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  • Identified uses including curriculum development, course evaluation, and individual learning needs assessment.

    • Conclusions:

    • The proposed framework provides a basis for developing a curriculum for teaching excellence.
    • It aids in defining competences, planning courses, and supporting individual professional development for medical educators.