Stark Patsy
Department of Medical Education, University of Sheffield, UK.
Med Educ. 2003 Nov;37(11):975-82. doi: 10.1046/j.1365-2923.2003.01675.x.
To describe the perceptions of medical students and clinical teachers of teaching and learning in the clinical setting.
Qualitative study of focus groups with undergraduate medical students and semistructured interviews with hospital consultant clinical teachers.
The School of Medicine, University of Leeds and the Leeds Teaching Hospitals Trust, UK.
Fourth year medical students and consultant clinical teachers.
Analysis of narratives to identify students' perceptions of clinical teaching and consultants' views of their delivery of undergraduate clinical teaching.
Students believed in the importance of consultant teaching and saw consultants as role models. However, they perceived variability in the quality and reliability of teaching between physicians and surgeons. Some traditional teaching venues, especially theatre, are believed to be of little clinical importance. Generally, consultants enjoyed teaching but felt under severe pressure from other commitments. They taught in a range of settings and used various teaching strategies, not all of which were perceived to be 'teaching' by students.
While students and teachers are educational partners, they are not always in agreement about the quality, quantity, style or appropriate setting of clinical teaching. To enable teachers to provide more high quality teaching, there needs to be support, opportunities and incentives to understand curricular developments and acquire teaching skills.
描述医学生和临床教师对临床环境中教与学的看法。
对本科医学生进行焦点小组定性研究,并对医院顾问临床教师进行半结构化访谈。
英国利兹大学医学院和利兹教学医院信托基金。
四年级医学生和顾问临床教师。
分析叙述内容,以确定学生对临床教学的看法以及顾问对其本科临床教学授课情况的看法。
学生认为顾问教学很重要,并将顾问视为榜样。然而,他们察觉到内科医生和外科医生的教学质量和可靠性存在差异。一些传统教学场所,尤其是手术室,被认为临床重要性不大。总体而言,顾问喜欢教学,但感到来自其他工作的巨大压力。他们在多种环境中教学,并采用各种教学策略,并非所有这些策略都被学生视为“教学”。
虽然学生和教师是教育伙伴,但他们在临床教学的质量、数量、方式或合适环境方面并不总是意见一致。为使教师能够提供更高质量的教学,需要有支持、机会和激励措施,以帮助他们了解课程发展并掌握教学技能。