Irby D M
Department of Medical Education, University of Washington School of Medicine, Seattle 98195.
Acad Med. 1994 May;69(5):333-42. doi: 10.1097/00001888-199405000-00003.
In order to identify the components of knowledge that effective clinical teachers of medicine need, the author carried out a qualitative study of six distinguished clinical teachers in general internal medicine in 1991. Using data from interviews, a structured task, and observations of each ward team, he identified six domains of knowledge essential to teaching excellence in the context of teaching rounds: clinical knowledge of medicine, patients, and the context of practice, as well as educational knowledge of learners, general principles of teaching and case-based teaching scripts. When combined, these domains of knowledge allow attending physicians to engage in clinical instructional reasoning and to target their teaching to the specific needs of their learners. The results of this investigation are discussed in relation to both prior research on teacher knowledge, reasoning, and action and faculty development in medicine.
为了确定优秀的临床医学教师所需的知识构成要素，作者于1991年对六位内科领域杰出的临床教师进行了定性研究。通过访谈、结构化任务以及对每个病房团队的观察所收集的数据，他确定了在教学查房背景下卓越教学所需的六个知识领域：医学临床知识、患者知识、实践背景知识，以及学习者的教育知识、教学一般原则和基于病例的教学脚本。这些知识领域相结合，使主治医师能够进行临床教学推理，并根据学习者的特定需求开展教学。本文将结合先前关于教师知识、推理和行动以及医学教师发展的研究来讨论这项调查的结果。
