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Soliciting feedback: on becoming an effective clinical teacher
1Section of General Internal Medicine, Department of Veterans Affairs Medical Center, Boston University School of Medicine, Massachusetts 02130.
Journal of General Internal Medicine
|June 1, 1994
Summary
Mastering clinical teaching requires soliciting student feedback. This process, though valuable for refining skills, faces barriers. The authors provide guidelines to help educators overcome these challenges and improve teaching effectiveness.
Area of Science:
- Medical Education
- Clinical Skills Development
- Pedagogy
Background:
- Effective clinical teaching is crucial for medical education.
- Small group teaching in medicine offers opportunities for direct learner interaction.
- Refining teaching methods relies on understanding student perspectives.
Purpose of the Study:
- To explore the challenges and benefits of soliciting feedback from students in clinical settings.
- To provide practical guidelines for educators to improve their teaching through feedback.
- To enhance the art of teaching in medical education.
Main Methods:
- Direct communication with students to understand their learning experiences.
- Identification of barriers to effective feedback solicitation.
- Development of a framework for comfortable and productive feedback exchange.
Main Results:
- Student feedback is an invaluable resource for refining teaching skills.
- Significant barriers exist in the process of obtaining feedback.
- A comfortable approach for both educators and students is key to successful feedback.
Conclusions:
- Soliciting feedback is essential for improving clinical teaching.
- Overcoming barriers to feedback is necessary for educators.
- Implementing provided guidelines can enhance teaching effectiveness and learner engagement.