Stoddard Hugh A, Borges Nicole J
a Emory University , USA.
Med Teach. 2016;38(3):280-5. doi: 10.3109/0142159X.2015.1045848. Epub 2015 Jun 15.
Educational programs involve interactions between the instructors and the learners. In these interactions, instructors may play various roles. However, a nomenclature for relationships with learners appropriate to those roles has not been developed for medical education.
This article presents a typology of instructor's roles to facilitate the connection of outcomes with instructional methods and to inform training sessions for instructors.
Published articles in general education and medical education were searched for examples of terms used for instructor's roles in developmental interactions. Examples were grouped and classified to develop a two-dimensional typology.
The typology has eight categories on two dimensions. One dimension is the purpose for interaction: (1) knowledge transmission, (2) professional identity formation, (3) negotiating the institutional milieu, and (4) relationship building. The other dimension is dichotomous on whether the instructor is a member of the profession to which the learners aspire. Twelve terms were categorized: Advisor, Advocate, Buddy, Coach, Counselor, Facilitator, Guru, Master, Mentor, Role model, Teacher and Tutor.
Faculty instructors in medical education are often pressed for time, so clarifying role expectations is a low-cost scheme to enhance results. Using the typology can align instructor behavior with the desired learner outcomes and enhance efficient use of instructional time.
教育项目涉及教师与学习者之间的互动。在这些互动中，教师可能扮演各种角色。然而，医学教育尚未形成一套适用于这些角色的与学习者关系的命名法。
本文提出了一种教师角色类型学，以促进教学成果与教学方法的联系，并为教师培训课程提供参考。
检索普通教育和医学教育领域已发表的文章，寻找用于描述发展性互动中教师角色的术语示例。对这些示例进行分组和分类，以形成一个二维类型学。
该类型学在两个维度上有八个类别。一个维度是互动目的：（1）知识传授，（2）职业身份形成，（3）协商机构环境，（4）关系建立。另一个维度根据教师是否是学习者所向往职业的成员进行二分。十二个术语被分类为：顾问、倡导者、伙伴、教练、顾问、促进者、宗师、大师、导师、榜样、教师和辅导教师。
医学教育中的教师往往时间紧迫，因此明确角色期望是提高教学效果的低成本策略。使用该类型学可以使教师行为与预期的学习者成果保持一致，并提高教学时间的有效利用。
