Teaching Medical Students in the Ambulatory Setting

Fields, Scott; Usatine, Richard P.; Steiner, E.

doi:10.1001/jama.283.18.2362

Cited by 32 publications

(24 citation statements)

References 14 publications

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“…More research is needed on the basis of field placement decisions (Bogo & Vayda, 1998;Holtzman & Raskin, 1989;Raskin, 1989;Strom, 1991;Van Soest & Kruzich, 1994) as well as on models of field instructor preparation and training and their relationship to student performance (Biddle, Reisenberg, Erney, & Siska, 1998;Crisp & Cooper, 1998;Detlaff & Dietz, 2004;Fields, Usatine, & Steiner, 2000;Fortune, McCarthy, & Abramson, 2001;Gourdine & Baffour, 2004;Rogers & McDonald, 1995). Wayne et al (2010) described "the uneven quality of field instruction" (p. 335).…”

Section: Field Education Variabilitymentioning

confidence: 99%

“…Learning transfer begins with an assessment by both learner and teacher of the learner's prior knowledge, the basis for new learning, recognizing individual and cultural differences (Fields, Usatine, & Steiner, 2000;Mayer & Wittrock, 1996;National Research Council, 2000;Zull, 2002). Zull described prior learning as "complex, personal, likely to be concrete, and it affects how students will respond to teaching" (pp.…”

Section: Learning Theory and Learning Transfermentioning

confidence: 99%

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Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Boitel¹,

Fromm

2014

Journal of Social Work Education

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DEFINING SIGNATURE PEDAGOGY IN SOCIAL WORK 6 0 9 learning contract that would help structure the field experience as the signature pedagogy of social work education. The field instructor is recognized as an expert whose factual and procedural knowledge assists the student toward competency attainment. WHAT IS SIGNATURE PEDAGOGY?The term signature pedagogy, as used by Shulman (2005aShulman ( , 2005bShulman ( , 2005c and Gardner and Shulman (2005), refers to the characteristic approaches used in higher education to prepare students to practice a profession. Practitioners of the professions are internally and externally assessed and regulated to promote adherence to standards. Shulman observed that common to the professions of medicine, law, engineering, clergy, education, and nursing is a ritualized approach to acquiring and demonstrating knowledge. Unique to each of these professions is a distinctive educational component, its signature pedagogy. In medicine and law, for example, there are specific traditional educational methods for acquiring and applying knowledge. In medicine, the signature pedagogy is rounds; in law, it is the Socratic method. A signature pedagogy is under stood to be an essential educational preparation and to inculcate distinctive habits of thinking. A signature pedagogy is "pervasive, routine and habitual" (Shulman, 2005a, p. 22). In addition, signature pedagogy serves to prepare the aspiring professional to recognize, appreciate, and learn from inherently complex and ambiguous situations and to "think, perform and act with integrity" (Shulman, 2005b, p. 52). Social work shares these values. It is, therefore, appropriate that social work recognize the features of field education, its own signature pedagogy, that support obtaining this goal. Raskin, 2010) reflect the response of social work educators to the recent CSWE policy changes. With the exception of Holden et al. (2011), Petracchi and Zastrow (2010a, 2010b), and Wayne et al. (2010), there has been limited discussion of field education and the implications of its identification as signature pedagogy. Holden et al. (2011) suggested we need more evidence to support the designation of field as signature pedagogy. Wayne et al. ( 2010) suggested that field education is not presently implemented in a manner consistent with its designation as signature pedagogy. Modifying field education to be consistent with signature pedagogy requires under standing its principles, the nature of the field experience, the relationship of the competencies to the field experience, and the practical challenges to implementing field as the signature pedagogy of social work.

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Section: Field Education Variabilitymentioning

confidence: 99%

Section: Learning Theory and Learning Transfermentioning

confidence: 99%

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Boitel¹,

Fromm

2014

Journal of Social Work Education

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“…The clinical environment offers rich and stimulating opportunities for clinical teachers to develop their teaching expertise, although the improvement of teaching and learning is the responsibility of everyone involved. A number of strategies exist that may help to encourage doctors to become committed and excellent clinical teachers, including, for example, increased collaboration and better links between medical schools and clinicians, and with other members of health care teams 17 . Many medical schools have established better links between departments and health care organizations, and have developed community‐based learning programmes and focused research projects involving general practices, clinics and voluntary groups.…”

Section: Collaboration and Participationmentioning

confidence: 99%

Recent perspectives on clinical teaching

2001

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Clinical teaching is part of a doctor's professional life, whether it takes place in surgeries, clinics or in hospitals, with undergraduates, postgraduate trainees or colleagues. Learning to teach well means questioning the effectiveness of some of the old teaching methods, exploring new ideas and trying out new methods in different situations. It means collaborating more closely with colleagues and learners about developing and implementing new approaches to medical education. This paper is the first of an occasional series of articles about the practical aspects of clinical teaching. The articles have the following characteristics: they explore contemporary themes in medical and health care education; they use up-to-date references; they are a quick and easy resource for busy teachers; they explore new ideas about teaching and learning, and they provide a reference list of relevant papers. This article deals with recent ideas about clinical teachers' knowledge and roles, teaching and organizational strategies, and the measurement of teaching effectiveness.

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“…(Bowen et al 2006;Fields et al 2000). Clinics provide important and unique learning opportunities, allowing learners to (a) care for patients with chronic illnesses, (b) observe continuity of care, (c) practice health promotion and disease prevention, (d) develop communication skills with patients and families, and (e) deal with social, financial and ethical aspects of patient care (Barker 1990;Lawrence 1988;Wooliscroft and Schwenk 1989;Shore and Rodnick 1993).…”

Section: Introductionmentioning

confidence: 99%

Early learner perceptions of the attributes of effective preceptors

Huggett

Warrier

Maio

2007

Adv in Health Sci Educ

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Medical education in the US has adapted to the shift of patient care from hospital to ambulatory settings by developing educational opportunities in outpatient settings. Faculty development efforts must acknowledge learners' perspectives to be effective in improving teaching and learning. Clinics provide important and unique learning opportunities, but also present different challenges for preceptors (i.e., physician teachers) and learners. Multiple studies have identified characteristics of effective preceptors of ambulatory care medicine. However, most of these studies were conducted among residents or students with clinical experience. To investigate preclinical, second-year medical students' perceptions of preceptor quality, we conducted an exploratory qualitative study using analysis of student learning journals. The purposive sample included 120 medical students in a private, Midwestern medical school in the United States. Learning journals of 110 students for two semesters were reviewed. Five attributes of an effective preceptor emerged: (1) Demonstrates professional expertise (2) Actively engages students in learning (3) Creates a positive environment for teaching and learning (4) Demonstrates collegiality and professionalism (5) Discusses career-related topics and concerns. Our findings suggest preclinical learners often begin initial clinical experiences with sophisticated definitions of professional expertise, and hold specific expectations for professionalism. These are based on previous coursework and personal experience. These expectations influence their perceptions of effective preceptors and learning experiences. Early clinical experiences can also influence perceptions about career and specialty choice. Improving our understanding of preclinical learners' perceptions of preceptor quality will improve the efficacy of faculty development efforts and learning experiences.

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Teaching Medical Students in the Ambulatory Setting

Cited by 32 publications

References 14 publications

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Recent perspectives on clinical teaching

Early learner perceptions of the attributes of effective preceptors

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