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A model for clinical teaching and learning

D A Price1, C A Mitchell

  • 1Faculty of Medicine, University of Queensland, Australia.

Medical Education
|January 1, 1993
PubMed
Summary
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A new set of criteria evaluated clinical teaching for 24 medical tutors. Most tutors showed adequate teaching skills, and all welcomed constructive feedback for future improvement.

Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Healthcare Professional Development

Background:

  • Clinical tutors often lack formal teaching training.
  • Evaluating teaching behavior is crucial for medical education quality.
  • No prior evaluation existed for the tutors studied.

Purpose of the Study:

  • To develop and apply criteria for observing clinical teaching.
  • To describe and evaluate the teaching behaviors of medical tutors.
  • To assess the initial impact of feedback on teaching practices.

Main Methods:

  • Developed a criteria set focusing on six dimensions: environment, intellectual challenge, interaction, structure, teaching skills, and professional modeling.
  • Observed and evaluated the teaching behavior of 24 medical tutors.

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  • Collected tutor feedback on the evaluation process.

    • Main Results:

    • A continuum of teaching behaviors was observed across all six dimensions.
    • Most tutors demonstrated adequate performance levels in their teaching.
    • All tutors expressed strong support for the evaluation and feedback received.

    Conclusions:

    • The developed criteria effectively describe clinical teaching behaviors.
    • Medical tutors generally perform adequately and are receptive to feedback.
    • Further review is planned to assess the long-term impact of feedback on teaching.