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Clinical teachers' tacit knowledge of basic pedagogic principles.

P J McLeod1, T Meagher, Y Steinert

  • 1Centre for Medical Education, McGill University, Montreal, Quebec, Canada. peter.mcleod@muhc.mcgill.ca

Medical Teacher
|January 28, 2004
PubMed
Summary
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Medical faculty possess tacit knowledge of teaching principles, confirmed by a multiple-choice exam. Advanced training significantly improved performance, suggesting explicit knowledge conversion could enhance teaching effectiveness.

Area of Science:

  • Medical Education Research
  • Clinical Pedagogy
  • Faculty Development

Background:

  • Medical school faculty often lack formal pedagogical training.
  • Competent teaching skills may develop through experience, indicating tacit knowledge acquisition.
  • Understanding clinical teachers' tacit pedagogical knowledge is crucial for effective medical education.

Purpose of the Study:

  • To assess the tacit knowledge of basic pedagogic principles among clinical teachers.
  • To evaluate differences in tacit knowledge based on education training and practice setting.
  • To explore the potential benefits of converting tacit to explicit pedagogical knowledge.

Main Methods:

  • Development of a multiple-choice question (MCQ) exam based on 20 expert-validated pedagogic principles.

Related Experiment Videos

  • Testing three groups: clinicians with advanced education training, internal medicine specialists, and surgical specialists.
  • Analysis of test performance across different groups and hospital settings (teaching vs. non-teaching).

    • Main Results:

    • All tested clinician-educator groups demonstrated reasonable tacit knowledge of basic pedagogic principles.
    • Clinicians with advanced education training significantly outperformed other groups.
    • Specialists in teaching hospitals performed better than those in non-teaching hospitals.

    Conclusions:

    • Clinical teachers possess a foundational level of tacit pedagogical knowledge.
    • Formal education and experience in teaching hospital settings correlate with higher performance.
    • Explicitly defining and teaching these principles may further enhance clinical teaching effectiveness.