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Excellence in clinical teaching: knowledge transformation and development required.

David M Irby1

  • 1Office of Medical Education, University of California San Francisco, San Francisco, California, USA.

Medical Education
|July 22, 2014
PubMed
Summary

Effective clinical teaching in medicine requires transforming diverse knowledge domains for learners. Faculty development programs can enhance this process by focusing on teaching scripts and foundational concepts.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Teaching

Background:

  • Clinical teachers in medicine require extensive knowledge for both practice and instruction.
  • Increasing complexity of medical knowledge and learner comprehension challenges educators.
  • Targeted faculty development can improve the knowledge transformation process for clinical teachers.

Purpose of the Study:

  • To identify unique forms of clinical teacher knowledge.
  • To explore the transformation of this knowledge for effective teaching.
  • To outline implications for faculty development.

Main Methods:

  • Review of research in clinical teaching and faculty development.
  • Description of knowledge domains essential for clinical teaching.
  • Analysis of knowledge transformation processes and faculty development strategies.

Main Results:

  • Key knowledge domains include medicine/patients, context, pedagogy/learners, and teaching scripts.
  • Clinical reasoning and instructional reasoning are parallel processes in teaching.
  • Faculty development can aid transformation through script practice, foundational concepts, knowledge-in-use, and supportive climate.

Conclusions:

  • Excellent clinical teaching necessitates transforming multiple knowledge domains for pedagogical purposes.
  • These transformed knowledge domains enable tailored instruction in demanding clinical settings.
  • Faculty development is crucial for facilitating this essential knowledge transformation.