Beckman Thomas J
Division of General Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester, MN 55905, USA.
Acad Med. 2004 Apr;79(4):343-6. doi: 10.1097/00001888-200404000-00011.
While evaluating bedside teaching by attending physicians on the Mayo Clinic's general internal medicine hospital services, the author learned that peer review enhances an understanding of teaching for both observers and subjects of peer review. In this article the author offers five insights derived from his and two colleagues' observations of bedside teaching during a six-month period in 2002. These are (1) the value of peer review to observers, (2) the apparently unlimited number of teaching strategies, (3) the prevalence of missed opportunities to provide feedback to learners, (4) the art of asking questions effectively, and (5) the possible relationship between a teacher's maturity and successful bedside teaching. Regarding the art of asking questions, he encountered four common problems (e.g., the underutilization of questions), but also found that accomplished teachers pursue a course of co-discovery by asking questions alongside their learners. Finally, he learned that experienced attending physicians often demonstrate teaching sessions focused on psychosocial aspects of care, the use of simple questions, and a willingness to expose their own inadequacies.
在评估梅奥诊所普通内科医院服务中主治医生的床边教学时，作者了解到同行评审能增进同行评审的观察者和被评审者对教学的理解。在本文中，作者分享了他和两位同事在2002年为期六个月的床边教学观察中得出的五点见解。这些见解包括：（1）同行评审对观察者的价值；（2）教学策略数量似乎无限；（3）错过向学习者提供反馈机会的普遍性；（4）有效提问的技巧；（5）教师成熟度与成功床边教学之间可能存在的关系。关于提问技巧，他遇到了四个常见问题（例如，问题利用不足），但也发现有经验的教师会与学习者一起通过提问来共同探索。最后，他了解到经验丰富的主治医生的教学课程通常侧重于护理的心理社会方面、使用简单问题以及愿意暴露自己的不足之处。
