Clinical faculty and preceptors are often asked to teach students and residents in the classroom and on practice‐based experiences. Many have some prior training in instructional methodologies (e.g., as part of a residency program teaching certificate or faculty development workshop) and may know that there are opportunities for scholarship around teaching and learning. However, they may be less certain of the distinctions between scholarly teaching, the scholarship of teaching and learning (SoTL), and educational research, and how these can contribute to their success. In addition, clinical faculty may struggle with where to start, how to find time, and how to conduct scholarship around teaching and learning. This article summarizes key concepts related to SoTL and provides guidance to clinician educators about best practices in SoTL.
A review of research on the Type A-Type B therapist variable is made with the aim of determining if this is a valid typology for delineating successful and unsuccessful therapeutic interventions. The majority of studies (using analogues of psychotherapy with A and B undergraduates serving as "therapists") have attempted to locate personality and other behavioral correlates of A-B status. Conclusions drawn from these studies stand singly without corroboration; attempts to replicate them have been unsuccessful; or they have been contradicted by other findings. On the whole, it appears that A-B scales measure nothing which is meaningfully and reliably related to therapeutic success. Serious methodological shortcomings of the original research on the A-B variable are noted, and a strong stance is taken that A-B scales and the prolific research which they have fostered are useless in elucidating characteristics of effective and ineffective psychotherapists.
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