Gjerde C L, Coble R J
J Fam Pract. 1982 Feb;14(2):323-7.
Increasing interest in clinical teaching has led to the realization that the unique subset of skills which characterizes effective clinical teaching needs to be identified. Such identification will lead to development of these skills and improvement in the quality of clinical teaching. Family practice faculty are vitally concerned with improving their clinical teaching skills, since clinical teaching is the core of education in family medicine and since many family physicians who become preceptors have had no formal training as teachers. In this investigation of effective clinical teaching behaviors, faculty and residents generally agree in their perceptions of the helpfulness of 58 clinical teaching behaviors. Neither group felt that emphasis on references and research is as important a factor in effective clinical teaching as are residents' active participation in the learning situation and positive preceptor attitudes toward teaching and residents. It was perceived that the ineffective clinical teacher has a negative attitude toward residents, is inaccessible, and lacks skills in providing feedback, while the effective clinical teacher has skills in two-way communication, creates an educational environment that facilitates learning, and provides constructive feedback to residents.
对临床教学兴趣的日益浓厚，促使人们意识到需要确定有效临床教学所特有的技能子集。这种确定将促使这些技能得到发展，并提高临床教学质量。家庭医学教师非常关注提高他们的临床教学技能，因为临床教学是家庭医学教育的核心，而且许多担任带教老师的家庭医生没有接受过正规的教师培训。在这项关于有效临床教学行为的调查中，教师和住院医师对58种临床教学行为的帮助性的看法总体上是一致的。两组都认为，与住院医师积极参与学习情境以及带教老师对教学和住院医师的积极态度相比，强调参考文献和研究在有效临床教学中并不是一个同样重要的因素。人们认为，无效的临床教师对住院医师持消极态度、难以接近且缺乏提供反馈的技能，而有效的临床教师具备双向沟通技能，营造有利于学习的教育环境，并向住院医师提供建设性反馈。
