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Titolo:
Co-teaching: a faculty development strategy
Autore:
Orlander, JD; Gupta, M; Fincke, BG; Manning, ME; Hershman, W;
Indirizzi:
Boston Univ, Sch Med, VA Boston Healthcare Syst, Gen Internal Med Sect,Evans Dept Med, Boston, MA 02118 USA Boston Univ Boston MA USA 02118 Sect,Evans Dept Med, Boston, MA 02118 USA Boston Univ, Sch Med, Boston Med Ctr, Gen Internal Med Sect,Evans Dept Med, Boston, MA 02118 USA Boston Univ Boston MA USA 02118 Sect,Evans Dept Med, Boston, MA 02118 USA
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 4, volume: 34, anno: 2000,
pagine: 257 - 265
SICI:
0308-0110(200004)34:4<257:CAFDS>2.0.ZU;2-B
Fonte:
ISI
Lingua:
ENG
Soggetto:
EDUCATION;
Keywords:
education, medical, graduate, management, methods; internal medicine, education; hospitals, teaching; medical staff, hospital; mentors; teaching;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
28
Recensione:
Indirizzi per estratti:
Indirizzo: Orlander, JD Boston VAMC 111, 150 S Huntington Ave, Boston, MA 02130 USA Boston VAMC 111 150 S Huntington Ave Boston MA USA 02130 USA
Citazione:
J.D. Orlander et al., "Co-teaching: a faculty development strategy", MED EDUC, 34(4), 2000, pp. 257-265

Abstract

It has been stated that faculty development programmes which are closely linked to particular teaching contexts are most likely to be effective. Overthe past 10 years we have developed a model of 'co-teaching' for faculty development which is based upon this premise and which can be applied to anyclinical rotation. In this paper we describe our model, in which paired physicians focus on developing their teaching skills while sharing the clinical supervision of residents and medical students. Through iterative phases of teaching, debriefing and planning, co-teachers gain experience in analysing teaching encounters and develop skills in self-evaluation. Teaching occurs in the usual clinical settings such as attending (consultant) teaching rounds, clinic precepting, and case conferences. We discuss our model in the context of educational theory and related literature. We support our positive assessment of the co-teaching model through the precepts of collaborative inquiry and case study methodology. Vignettes, taken from the experiences of the authors, are used to demonstrate how the model is used to developeffective solutions to problems and to help in the maturation of one's skill as an educator. Successful implementation of the model is predicated on the development of a truly collaborative process between co-teachers. We share lessons we have learned from our experience of implementing the model in different clinical venues, such as the contrast between teaching on a hospital ward or in the clinic. This collaborative process has been well received by junior and senior faculty participants in our institution for more than a decade.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 04/08/20 alle ore 03:06:49