Schiffman F J
Yale J Biol Med. 1986 Jan-Feb;59(1):55-61.
Although medical students on clinical ward rotations receive a large part of their education from house officers, very often house officers themselves have had little formal preparation as teachers. Because students and teachers work closely together under special conditions, unique educational situations are created where much more than factual information is conveyed. Although some house officers are "natural" teachers, others find such activities uncomfortable or burdensome. Most people, however, can be taught to be effective teachers, and preparation for teaching and teaching itself are beneficial for house officers and their patients as well as their students. House officers who teach enjoy the rewards that all teachers know as well as several others which are particular to the setting in which they teach. Mechanisms are suggested to maintain and develop interest in house staff teaching.
尽管临床病房轮转的医学生大部分教育是由住院医生提供的，但住院医生自身作为教师往往几乎没有接受过正规培训。由于学生和教师在特殊条件下密切合作，就创造了独特的教育情境，在这种情境中传递的远不止事实性信息。虽然一些住院医生是“天生”的教师，但另一些人觉得这类活动不自在或很繁重。然而，大多数人可以通过学习成为高效的教师，教学准备和教学本身对住院医生及其患者以及学生都有益处。从事教学的住院医生能享受到所有教师都知晓的回报，还有一些因其教学环境所特有的回报。文中提出了一些机制来维持和培养住院医生对教学的兴趣。
