MEDICAL EDUCATION

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Notes for the Primary Care Teachers
THE EFFECTIVE TEACHER

Teachers also need to be observant of the flow and dynamic of the class while paying attention to details. Often there are dominant members in a group. While taking note of the dominant members in the class, the teacher has to encourage and invite the quieter members to take part in discussion. One needs to adapt and tailor teaching to the needs of individual students or students in a bigger group.

An effective teacher has to learn how to stimulate the development of critical thinking among students while keeping their curiosity aroused. We need to empower the student to learn. To achieve this, peer-teaching and lessons that revolve around their prior knowledge, small group discussion and student reflection are useful. Appropriate assessment improves student-learning outcomes, and students need help in assessing existing knowledge and competency. In designing modules, tasks and assignments, extensive formative assessment needs to be built in to cultivate student attributes such as problem-solving and critical thinking. All assessment components need to be aligned with the content of the modules. An outline of the modules or topics should be provided.

At the end of a class or session, students need the chance to reflect on what they have learned and what they still need to know. They should be asked to reflect on the major points of the presented lecture or tutorial and to answer some questions. A summary can be given immediately to emphasise the main lecture content or clarify misconception. Any further queries are followed up in subsequent classes or sessions.

An effective teacher is a positive role model for the learners. A clinical teacher role model is seen as someone knowledgeable, clinically competent and confident, demonstrates teaching responsiveness, has good rapport with patients and emphasises the importance of the doctor-patient relationship and psychosocial aspects of cases.⁴ The teacher must constantly update his or her knowledge and skills in his or her areas to keep abreast of recent developments in evidence so that he or she can guide and facilitate the students.
 
A review of clinical teaching revealed one of the characteristics of an effective teacher is personal attributes.⁴ The effective teacher possesses some or all of the following characteristics: enthusiastic, inspirational, motivational, charismatic, creative, practical, well organised, respectable, approachable, friendly, humorous, warm, supportive, able to relate to real life situations, enjoys teaching and is a good communicator. Some of these personal attributes are inherent but most can be acquired and learned. The effective teacher believes his subject is the most exciting, engaging and fascinating topic in the world. Whenever his subject is unfolded, his adrenaline soars, his pulse quickens, his eyes widen, and his students cannot help but to ride the wave of his enthusiasm and the journey of exploration for that moment, and occasionally, for life. In medical teaching, the teacher’s aim is to facilitate students in gaining knowledge through this exciting exploration, and finally transforming them into self-motivated learners. In order to carry out all the above tasks effectively, the teacher has to possess good communication skills. Non-verbal communication skills such as eye contact and gestures, as well as verbal communication skills should be used to facilitate discussion and to reflect. Excellent listening and speaking skills allow the teacher to encourage active participation, interaction and establishing rapport.

In conclusion, an effective teacher is someone who can impart his or her knowledge and skills successfully and is able to bring about appropriate changes in knowledge, skills, attitudes and behaviours in the learners.

References

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4. Molodysky E, Sekelja N, Lee C. Identifying and training effective clinical teachers ― new directions in clinical teacher training. Aust Fam Physician. 2006; 35(1-2):53-5 [PubMed] [Full text]
5. Lesky LG, Borkan SC. Strategies to improve teaching in the ambulatory medicine setting. Arch Intern Med. 1990;150(10):2133-7 [PubMed]
6. Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70(10):898-931 [PubMed]