Performance criteria for evaluation of medical teachers

Robins, Arthur J.

doi:10.1111/j.1365-2923.1977.tb00562.x

Cited by 4 publications

(2 citation statements)

References 2 publications

(1 reference statement)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Readers' understanding of clinical teaching theory and application will be further expanded through a discussion of problems with the elements of clinical instruction, such as contracting (Pratt & Magill, 1983), preparation, design, implementation, and evaluation (Irby, 1983;Robins, 1977).…”

Section: The Cliniul Supervisormentioning

confidence: 99%

Clinical Teaching Modes

Rudisill

Painter

Rodenhauser

1988

The Clinical Supervisor

View full text Add to dashboard Cite

This paper provides a pragmatic usage guide to four major types of clinical instruction-the lecture, tutorial, small group, and supervisory modes of teaching. This guide supplies characteristics which limit the use of each method and presents principles appropriate for the implementation of each clinical mode. The article also cautions the reader regardin various potential problems in the use of clinical instruction and ela rates on the application of teaching modes to clinical instruction. k, Expanding libraries of knowledge require ongoing refinements in the presentation of information to be taught. Amid reports of neglected attention to instructional skill training for clinical teachers awareness of the need for balance between information delivery and learning process factors to promote

show abstract

Section: The Cliniul Supervisormentioning

confidence: 99%

Clinical Teaching Modes

Rudisill

Painter

Rodenhauser

1988

The Clinical Supervisor

View full text Add to dashboard Cite

show abstract

“…) as well as providing feedback on individual teachers' performance (Robins, 1977). However these data may be biased or confused by the influence of factors implicit to the education program itself.…”

Section: Introductionmentioning

confidence: 99%

Measuring tutor ratings in relation to curriculum implementation

Feletti

Sanson‐Fisher

1983

High Educ

View full text Add to dashboard Cite

Greater dependence on students' ratings of their teachers for academic purposes requires a better understanding of the curricular factors likely to influence these ratings. This study examined first-year medical students' evaluation of their tutors in a faculty which has a clearly-defined educational philosophy and learning method but different approaches to the implementation of its curricular strands. Students' ratings were higher for tutors who were required to follow specific procedures and tasks in tutorial sessions, and more variable for tutors in strands which required no set routines. Caring for students and facilitating their learning were the most important qualities expected of all tutors. It is still not clear which of these qualities are trainable skills. However, their accurate assessment may require regular, intermittent criterion-based observations rather than a single end-of-term rating of perception.

show abstract