Berman Anthony C
Master of Arts in Teaching Program, School of Education, Hamline University, Saint Paul, Minnesota.
Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota.
Anat Sci Educ. 2015 Jul-Aug;8(4):386-94. doi: 10.1002/ase.1535. Epub 2015 Apr 22.
Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area.
多年来，教育工作者一直试图界定教学以及高效教师的定义。更确切地说，医学教育工作者一直试图明确在医疗保健领域成功教师所共有的特征。长期以来，教师教育工作者的目标一直是确定是什么造就了一名高效教师，以便他们能更好地培养未来的教师，使其对学生的学习产生积极影响。医学教育工作者探讨了为何他们的一些同事比其他同事更有能力促进医疗保健专业人员的培养，这些专业人员能够成功且安全地满足未来患者的需求。尽管历史上对于教师要想高效需要培养哪些特征存在分歧，但教育理论家一直都认同成为一名高效教师是一项复杂的任务。此类讨论对于确定任何层次的教育究竟是什么至关重要。通过研读文献并反思其作为一名教师以及教师培训者漫长职业生涯中所经历的个人经验，作者得出以下结论：教学既是艺术也是科学；无论学习环境或所探讨的学科如何，“好的教学就是好的教学”；构成一名高效医学教育工作者的特征与构成其他任何领域高效教育工作者的特征并无太大差异。
