Beckman Thomas J, Lee Mark C
Division of General Internal Medicine, Mayo Clinic, Rochester, MN 55905, USA.
Mayo Clin Proc. 2009 Apr;84(4):339-44. doi: 10.1016/S0025-6196(11)60543-0.
Evidence suggests that inexperienced clinical teachers are often controlling and noninteractive. Adult learning theory states that mature students prefer shared and self-directed learning and that skillful teachers favor facilitating discussions over transmitting knowledge. Similarly, education research shows that effective clinical teachers invest in relationships with learners, ask questions to diagnose learners, communicate complex information clearly, and provide meaningful feedback. On the basis of these principles, we propose a collaborative approach to clinical teaching that has 4 essential components: (1) establish a relationship with the learner, (2) diagnose the learner, (3) use teaching frameworks that engage learners, and (4) develop teaching scripts and a personal philosophy. This article includes suggestions for creating a positive learning climate, asking higher-order questions, providing meaningful feedback, and developing teaching scripts. We believe that practicing this approach, which emphasizes respectful teacher-learner relationships, improves the quality of every clinical teaching encounter.
有证据表明，缺乏经验的临床教师往往具有控制欲且不善于互动。成人学习理论指出，成熟的学生更喜欢共享式和自主式学习，而经验丰富的教师则更倾向于促进讨论而非传授知识。同样，教育研究表明，有效的临床教师注重与学习者建立关系，通过提问来了解学习者，清晰地传达复杂信息，并提供有意义的反馈。基于这些原则，我们提出一种临床教学的协作方法，该方法有4个基本组成部分：（1）与学习者建立关系；（2）了解学习者；（3）使用能吸引学习者的教学框架；（4）编写教学脚本并形成个人教学理念。本文包括关于营造积极学习氛围、提出高阶问题、提供有意义反馈以及编写教学脚本的建议。我们相信，践行这种强调师生相互尊重关系的方法，能够提升每次临床教学的质量。
