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When did "teaching" become a taboo word for clinician educators?
1Office of Medical Education Research and Development, College of Human Medicine, Michigan State University, East Lansing, MI, USA.
Medical Teacher
|June 11, 2019
Summary
Many clinician educators avoid the term "teaching," preferring "facilitation" in undergraduate medical education (UME). This article examines this trend and encourages embracing the educator role to improve medical training.
Area of Science:
- Medical Education
- Curriculum Development
- Clinical Pedagogy
Background:
- Current undergraduate medical education (UME) models integrate basic, clinical, and social sciences.
- A shift in curriculum necessitates a re-evaluation of the educator's role.
- Many clinician educators self-identify as facilitators rather than teachers.
Purpose of the Study:
- To explore the phenomenon of clinician educators avoiding the term 'teaching'.
- To encourage clinician educators to embrace their teaching roles.
- To highlight the need for educator development opportunities.
Main Methods:
- Historical analysis of the term 'teaching' in medical education.
- Exploration of the current complexities of clinical teaching.
- Discussion of implications for educator development programs.
Main Results:
- The term 'teaching' has become less favored among clinician educators.
- Facilitation is often used to describe the educator role.
- The evolving medical curriculum impacts the definition of teaching.
Conclusions:
- Clinician educators' roles are complex and require support.
- Embracing the teaching role is crucial for effective medical education.
- Targeted educator development is essential for current pedagogical needs.