Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers

Abstract

Desired characteristics for undergraduate skills teachers resemble findings in other teaching roles. Affinity for teaching and flexibility in teaching methods are novel findings.

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

“…Participants reported learning new teaching skills, becoming learner-centred and showed development in various roles of the teacher. They developed the capabilities of being an effective medical educator as identified in the literature such as knowledge of educational theory, role modelling, showing respect for learners and giving appropriate feedback (McLean 2001;Thurgur et al 2005;Duvivier et al 2009). They also developed as mentors, which has been cited as a catalyst for facilitating career satisfaction, selection, advancement and productivity for peers and students (Sambunjak et al 2006).…”

A Good Teacher – Medical Students Views

“…[10] Yilmaz A [11], who noted that a teacher should be "Enthusiastic, excited about teaching, dynamic, and motivates students to learn". Similarly in a study by Duvivier et al [12] on perspectives of clinical skills lab teachers, enthusiasm emerged as the most important theme In a study by Young and Shaw [13], effective communication skills emerged as one of the top seven qualities accounting for teaching effectiveness. Morrison et al [14] in an online survey of residents and faculty using the Clinical Teaching Perception Inventory® (CTPI) included 28 descriptors of ideal clinical teachers and the top descriptors agreed between students and faculty were, "stimulating, encouraging, competent, communicates, and well-read."…”

Ethical Conflicts Experienced by Medical Students

“…In this perspective, studies have highlighted important characteristics to positively classify the teacher. Among them, ethics was signaled along with other technical, didactic and scientific characteristics [16][17][18][19] .…”