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Standards for medical educators.

Nigel Purcell1, Gaynor Lloyd-Jones

  • 1Curricula Development Unit, Clinical Skills Resource Centre, University of Liverpool, UK. npurcell@liv.ac.uk

Medical Education
|February 1, 2003
PubMed
Summary
This summary is machine-generated.

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Developing clear standards for medical educators is crucial. This study compares outcome-based and scholarship models to define effective clinical teaching and improve medical education.

Area of Science:

  • Medical Education
  • Professional Standards
  • Clinical Practice

Background:

  • Increasing regulation necessitates defining standards for medical teachers.
  • The role of medical teachers is a core professional activity requiring structured development.
  • Defining effective clinical teaching is essential for developing robust training programs.

Purpose of the Study:

  • To evaluate and compare two distinct models for clinical educator standards.
  • To explore the strengths and weaknesses of each model in defining medical teaching competence.
  • To contribute to the ongoing improvement of medical education provision.

Main Methods:

  • Comparative analysis of an outcome-based model (Dundee Medical School).
  • Evaluation of the scholarship model (Boyer, Glassick, Fincher et al.).

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  • Description of key features, strengths, and problematic aspects of both models.

    • Main Results:

    • Both the outcome-based and scholarship models offer valuable insights into medical teaching standards.
    • The comparison highlights instructive contrasts between the two approaches.
    • The evaluation provides a foundation for enhancing medical teacher training.

    Conclusions:

    • Both evaluated models contribute significantly to defining effective clinical teaching.
    • The comparative analysis offers a valuable resource for medical education stakeholders.
    • These models support the continuous improvement of medical teacher standards and practice.