The Qualities of a Good Teacher: How can they be Acquired and Sustained?

Azer, Samy A.

doi:10.1177/014107680509800211

Cited by 57 publications

(49 citation statements)

References 22 publications

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“…We had a good time learning, and we made a students are to learn desired outcomes in a reasonably effective manner", the teacher's fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes. 10 The best teacher works hard to assess the capabilities of their student. It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does.…”

Section: Discussionmentioning

confidence: 99%

Qualities of best medical teacher: a student perceptive study

Kumari¹,

Rao²,

Sekhar³

et al. 2016

Int J Res Med Sci

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Section: Discussionmentioning

confidence: 99%

Qualities of best medical teacher: a student perceptive study

Kumari¹,

Rao²,

Sekhar³

et al. 2016

Int J Res Med Sci

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“…16,17 The characteristics of good teachers from both the learners' and teachers' perspectives have been examined extensively. [18][19][20][21][22] These characteristics generally pertain to aspects of personal qualities (e.g., friendliness, supportiveness, and respectfulness), skillfulness as a clinician (knowledge, clinical competence, compassionate care), and skillfulness as a teacher (commitment to teaching, ability to actively engage the learner, and knowledge of teaching and learning principles). [19][20][21][22] Good teachers are also seen as role models.…”

Section: Teachers and Teachingmentioning

confidence: 99%

Review article: Teaching, learning, and the pursuit of excellence in anesthesia education

Wong

2011

Can J Anesth/J Can Anesth

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Purpose Excellence in anesthesia education has been advocated to meet the future needs and direction of the specialty. The purpose of this article is twofold: first, to review the current medical education literature and theory in order to inform teaching and learning in anesthesia; and second, to advocate for excellence in anesthesia education. Source This review considers the general education, educational psychology, and medical education literature based on a search of the MEDLINE and ERIC databases, educational Web sites, and library catalogues. Principal findings Excellent teaching is considered that which facilitates and maximizes learning. A conceptual framework of learning as a convergence of teacher, learner, assessment, and context is proposed. The contribution of each component to learning is examined in order to enable anesthesia teachers to choose and adapt the most appropriate educational approaches for their particular contexts.

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“…The responsibility of facilitators in PBL may include: encouraging critical thinking; fostering selfdirected learning; monitoring group progress; and creating a learning environment that stimulates group members, generates thorough understanding, and promotes teamwork. 4 Pharmacists who cannot direct their own continued learning after graduation may not have the skills necessary to meet the challenges of the ever-changing healthcare environment.…”

Section: Introductionmentioning

confidence: 99%

Weekly Rotation of Facilitators to Improve Assessment of Group Participation in a Problem-based Learning Curriculum

Hogan¹,

Adcock²

2006

Am J Pharm Educ

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Objectives. To determine whether implementing a rotating facilitator structure provides a reliable method of assessing group participation and assigning grades to third-professional year pharmacy students in a problem-based learning curriculum. Design. In the 2004-2005 school year, a ''one block, one facilitator'' structure was replaced by a ''weekly rotating facilitator'' structure. Each student received a grade from the assigned facilitator each week. The 8 weekly grades were then averaged for a final course grade. Student grades were reviewed weekly and at the end of each block. Facilitators and students completed survey instruments at the end of each of four 8-week blocks. Assessment. Student grades were reviewed, and the class average was compared to the class averages from the 2 previous years. For example, in block I the class average was 86 which compared to averages of 88 and 87 for 2002-03 and 2003-04 respectively. Survey data revealed a 40% agreement by facilitators in block I that student performance was improved compared to student performance prior to this change. This agreement increased to 71%, 72%, and 71% respectively for blocks II -IV. Student survey data at the end of the academic year supported weekly facilitator rotation and revealed that a majority of students agreed that exposure to a variety of facilitators enhanced their group participation. Conclusion. As confirmed by student grades and student and faculty members' feedback, the change to a rotating facilitator structure resulted in a reliable method of assigning student grades for group participation.

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The Qualities of a Good Teacher: How can they be Acquired and Sustained?

Cited by 57 publications

References 22 publications

Qualities of best medical teacher: a student perceptive study

Qualities of best medical teacher: a student perceptive study

Review article: Teaching, learning, and the pursuit of excellence in anesthesia education

Weekly Rotation of Facilitators to Improve Assessment of Group Participation in a Problem-based Learning Curriculum

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