Additional Information
Book Details
Abstract
This book will be an essential read for all new teachers or trainers in medicine and the healthcare professions, while encouraging the more experienced teacher to review their educational responsibilities. It looks at teaching from the perspective of the functions or roles of a teacher. While aiming to maintain both brevity and clarity it adopts a personal style and approach in order to provide a flavour of what it means to be a teacher.
The authors describe the eight key roles for the teacher or trainer. For maximum effectiveness and job satisfaction it is important for every teacher to establish their roles in an education programme and to know how to contribute most effectively. This book is written to assist with these goals. All teachers should have an understanding of the eight roles but cannot be expected to be an expert in all of them. A consideration of these roles illuminates what is expected of a teacher and illustrates how to maximise potential.
All the chapters contain brief overviews, key take-home messages, a summary of the role responsibilities of all teachers, ‘expert’ teachers and ‘master’ teachers, and suggestions for consideration by the teacher as to their personal role. At the end of each chapter is a list of references of the topics addressed in the chapter. The text includes short narratives from 38 teachers around the world as well as personal anecdotes to provide an additional insight into the roles a teacher fulfils.
- This book explores the concept of excellence in teaching and describes how to aspire to quality or excellence in teaching through a better understanding of the functions and roles of a teacher.
- The book offers guidelines for the role of the teacher in the 21st Century in the context of developments such as technology-assisted learning, and increasing pressures from the public and the professions for effective and efficient education programmes.
- This book describes the eight important key roles for the teacher or trainer.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| Half title page | i | ||
| Dedication | ii | ||
| The Eight Roles of the Medical Teacher | iii | ||
| Copyright Page | iv | ||
| Table Of Contents | v | ||
| Foreword | vii | ||
| Preface | ix | ||
| References | xii | ||
| About the authors | xiii | ||
| Acknowledgements | xv | ||
| 1 The medical teacher | 1 | ||
| The teacher is important | 1 | ||
| The doctor as a teacher | 4 | ||
| Challenges facing the medical teacher | 5 | ||
| Competing demands on the teacher | 5 | ||
| Lack of a supportive environment or climate | 6 | ||
| Changes in medical education | 7 | ||
| Teaching as a craft and a science | 8 | ||
| What is a good teacher? | 9 | ||
| Technical abilities | 9 | ||
| Approach to teaching | 10 | ||
| The teacher as a professional | 14 | ||
| The attributes of the good teacher | 14 | ||
| Outcome frameworks and the abilities required of a teacher | 15 | ||
| Anyone can become a good teacher | 15 | ||
| Consider | 18 | ||
| Explore further | 18 | ||
| 2 The roles of the teacher | 21 | ||
| The function and responsibilities of a teacher | 21 | ||
| What does it mean to be a teacher? | 22 | ||
| Your purpose as a teacher | 23 | ||
| Views of teaching and the teacher’s roles | 24 | ||
| The roles of the teacher model | 25 | ||
| The eight roles of the medical teacher | 27 | ||
| The teacher as an information provider and coach | 28 | ||
| The teacher as a facilitator of learning and mentor | 29 | ||
| The teacher as a curriculum developer and implementer | 29 | ||
| The teacher as an assessor and diagnostician | 29 | ||
| The teacher as a role model | 29 | ||
| The teacher as a manager and leader | 30 | ||
| The teacher as a scholar and researcher | 30 | ||
| The teacher as a professional | 30 | ||
| The use of the eight-roles framework | 30 | ||
| A teacher’s responsibilities and the different roles | 31 | ||
| A competing values framework | 32 | ||
| Consider | 34 | ||
| Explore further | 34 | ||
| 3 The teacher as an information provider and coach | 35 | ||
| Your role as an information provider | 35 | ||
| Your role as a subject expert and transmitter of information | 36 | ||
| Your responsibilities as an information provider and transmitter of information | 38 | ||
| Core information and information overload | 39 | ||
| Threshold concepts | 42 | ||
| The information pyramid | 45 | ||
| Provision of information | 46 | ||
| The lecture | 46 | ||
| The flipped classroom | 48 | ||
| Handouts and notes | 50 | ||
| Recordings of lectures | 50 | ||
| Clinical context | 51 | ||
| The impact of the information provided | 51 | ||
| Your role as a curator of information | 52 | ||
| Your role as an information coach | 54 | ||
| The teacher as information provider, an expert information provider and a master information provider | 57 | ||
| The teacher as information provider | 57 | ||
| The teacher as an expert information provider | 57 | ||
| The teacher as a master information provider | 57 | ||
| Consider | 58 | ||
| Explore further | 58 | ||
| 4 The teacher as a facilitator and mentor | 61 | ||
| Facilitation of learning | 62 | ||
| A key role for the teacher | 63 | ||
| Approaches to facilitating learning | 64 | ||
| Clarifying the learning outcomes | 65 | ||
| Outcome-based education | 65 | ||
| Outcome-based progression | 66 | ||
| Identifying learning opportunities | 67 | ||
| A curriculum map | 67 | ||
| Study guides | 69 | ||
| Making learning effective | 73 | ||
| Applying the FAIR principles for effective learning | 73 | ||
| Feedback to learners | 74 | ||
| Active learning | 75 | ||
| Individualised learning | 78 | ||
| Relevance | 80 | ||
| Using concept maps | 81 | ||
| Creating a supportive learning environment | 84 | ||
| Engaging the student | 84 | ||
| Engaging the student in the curriculum | 84 | ||
| Motivating the student | 86 | ||
| Self-determined learning: Heutagogy | 90 | ||
| Clinical supervision | 90 | ||
| Who is a clinical supervisor? | 90 | ||
| What is expected of the clinical supervisor? | 91 | ||
| Supervisory interventions | 92 | ||
| Different roles for the clinical supervisor | 93 | ||
| Mentoring | 94 | ||
| A mentor is different from a coach | 94 | ||
| The duties of a mentor | 95 | ||
| What makes an effective mentor–mentee relationship? | 95 | ||
| Commitment | 96 | ||
| Individualisation | 96 | ||
| Respect | 96 | ||
| Approachability | 96 | ||
| Empathy | 96 | ||
| Successes | 96 | ||
| Feedback | 96 | ||
| Challenge | 97 | ||
| Matching | 97 | ||
| Culture | 97 | ||
| Institutional arrangements | 97 | ||
| Implementation in practice | 97 | ||
| The teacher facilitator, expert facilitator and master facilitator | 97 | ||
| The teacher facilitator | 97 | ||
| An expert facilitator | 98 | ||
| A master facilitator | 98 | ||
| Consider | 98 | ||
| Explore further | 99 | ||
| 5 The teacher as a curriculum developer and implementer | 103 | ||
| The role of the teacher in the curriculum | 104 | ||
| What is a curriculum? | 108 | ||
| Ten questions to ask about the curriculum | 109 | ||
| What is the vision or mission of the medical school? | 110 | ||
| What are the expected learning outcomes? | 111 | ||
| What content should be included? | 116 | ||
| How should the content be organised? | 118 | ||
| The spiral curriculum | 118 | ||
| What educational strategies should be adopted? | 120 | ||
| Student-centred and teacher-centred approaches | 120 | ||
| Presentation-based and information-based approaches | 122 | ||
| Integrated and interprofessional education | 125 | ||
| Community-based and hospital-based approaches | 126 | ||
| Core curriculum and electives | 128 | ||
| Systematic and opportunistic approaches | 129 | ||
| Curriculum map | 129 | ||
| What teaching methods should be used? | 130 | ||
| The lecture | 130 | ||
| Small group work | 133 | ||
| Clinical teaching | 134 | ||
| Independent learning | 135 | ||
| A blended curriculum | 136 | ||
| Development of e-learning resources | 137 | ||
| Integrating assessment and the curriculum | 137 | ||
| Communicating information about the curriculum | 138 | ||
| Curriculum map | 139 | ||
| Fostering an appropriate educational environment or climate | 139 | ||
| Your curriculum role as a manager and leader | 141 | ||
| Approaches to curriculum planning | 141 | ||
| The teacher as a curriculum developer, expert and master | 142 | ||
| The teacher as a curriculum developer | 142 | ||
| An expert curriculum developer | 142 | ||
| A master curriculum developer | 143 | ||
| Consider | 144 | ||
| Explore further | 144 | ||
| 6 The teacher as an assessor and diagnostician | 147 | ||
| The importance of assessment | 147 | ||
| Your role as assessor | 149 | ||
| Your assessment responsibilities | 151 | ||
| Decisions about the school’s or institution’s overall approach to assessment, including the scheduling of the assessment (Steps 1 and 2) – | 151 | ||
| Planning and implementing the assessment of students in line with the school’s agreed approach to assessment (Steps 3, 4, 5 and 6) – | 152 | ||
| Decisions about an individual student’s competence or capability in the area assessed, based on the evidence available from this and other assessments (Step 7) – | 152 | ||
| Provision of feedback to students about their performance and to the teachers about the performance of their students (Steps 8 and 9) – | 153 | ||
| An evaluation of the examination (Step 10) as part of quality assurance of the educational programme – | 153 | ||
| Assessment as a challenge | 153 | ||
| Assessment is an area in medical education where there have been many developments. For example, there has been a move from paper-based to computer-based assessment | 153 | ||
| It is not uncommon to find a lack of agreement or differences of opinion among experts on approaches to implementing assessment in practice | 154 | ||
| There are regional and national differences in approaches to assessment | 155 | ||
| There may be differences of opinion about the approach to arriving at pass/fail decisions | 155 | ||
| In coming to a decision as to whether a learner has achieved a required competence, a challenge relates to whether evidence from different sources over a period of time should be considered, as described below for programmatic assessment | 156 | ||
| Decisions need to be taken about the student who “fails” the examination, with regard to remedial work required and the support provided | 156 | ||
| Assessment may involve ethical decisions about issues such as cheating (Bandaranayake, 2011) | 156 | ||
| Traditionally, the teacher is the examiner, and the student is the person who is assessed. The value of peer assessment is now recognised | 156 | ||
| A school’s Assessment PROFILE | 157 | ||
| Programme-focused assessment | 159 | ||
| Assessment and the Real world | 161 | ||
| Outcome-based and competency-based assessment | 163 | ||
| Identifying the learning outcomes to be assessed, both in respect of generic competencies relating to the curriculum overall and also relating to the course for which you are responsible | 164 | ||
| Selecting a range of instruments to be used in the assessment of the specified learning outcomes | 164 | ||
| Preparing a blueprint relating the assessment to the specified learning outcomes | 164 | ||
| Taking responsibility that learners achieve the expected learning outcomes or competencies | 164 | ||
| Moving from a time-based approach, where what is fixed is the time of study, with the standards achieved by the students variable, to an outcome-based approach, where what is fixed are the standards achieved and what is variable is the time required by the learner to achieve the standards (Table 6.5) | 165 | ||
| For learning, with feedback | 165 | ||
| Impact of assessment on the student and the curriculum | 166 | ||
| Learners’ engagement with assessment | 167 | ||
| Evaluation of the assessment | 168 | ||
| The teacher as an assessor, the expert assessor, the master assessor | 169 | ||
| The teacher as an assessor | 169 | ||
| An expert assessor | 169 | ||
| A master assessor | 169 | ||
| Consider | 169 | ||
| Explore further | 170 | ||
| 7 The teacher as a role model | 173 | ||
| What is a role model? | 174 | ||
| The importance of the teacher as a role model | 176 | ||
| Six reasons why role models are important | 177 | ||
| Career choice | 177 | ||
| Understanding the competencies expected of a doctor | 179 | ||
| Helping students acquire the appropriate professionalism and behaviour | 180 | ||
| Development of a professional identity | 182 | ||
| Contributing to a learning environment that supports students’ learning | 183 | ||
| Lifestyle choices | 184 | ||
| A doctor, teacher and person as a role model | 184 | ||
| The doctor as a role model | 184 | ||
| The teacher as a role model | 186 | ||
| The teacher as a personal role model | 187 | ||
| The bad role model | 188 | ||
| The way forward | 190 | ||
| Role models should reflect education change | 191 | ||
| The teacher as a role model, an expert role model and a master role model | 192 | ||
| The teacher as a role model | 192 | ||
| The teacher as an expert role model | 192 | ||
| The teacher as a master role model | 192 | ||
| Consider | 193 | ||
| Explore further | 193 | ||
| 8 The teacher as a manager and leader | 197 | ||
| The manager and leader role is important | 197 | ||
| The teacher’s management responsibilities | 200 | ||
| The teacher as a leader | 200 | ||
| The management cycle | 203 | ||
| Plan the teaching activity | 204 | ||
| Organise the activity | 204 | ||
| Implement the activity | 204 | ||
| Monitor the activity | 204 | ||
| Management and leadership strategies | 205 | ||
| Mentor role | 205 | ||
| Facilitator role | 205 | ||
| Monitor role | 206 | ||
| Co-ordinator role | 206 | ||
| Director role | 206 | ||
| Producer role | 206 | ||
| Broker role | 206 | ||
| Innovator role | 206 | ||
| Collaboration | 207 | ||
| Negotiation and conflict | 210 | ||
| Agree on a common goal for the education programme rather than pursue individual interests | 211 | ||
| Identify a solution that meets the different aspirations of all concerned | 211 | ||
| Organising and participating in meetings | 212 | ||
| Adaptive leadership | 214 | ||
| Student engagement | 215 | ||
| Change in medical education as a management and leadership challenge | 216 | ||
| Innovation in medical education | 218 | ||
| Cost of medical education | 221 | ||
| Teacher manager/leader, expert or master? | 222 | ||
| Teacher manager/leader | 222 | ||
| Expert manager/leader | 222 | ||
| Master manager/leader | 222 | ||
| Consider | 222 | ||
| Explore further | 223 | ||
| 9 The teacher as a scholar and researcher | 225 | ||
| Every teacher can be a scholar | 226 | ||
| Why a teacher-scholar? | 228 | ||
| Demonstration of scholarship | 229 | ||
| The reflective teacher | 231 | ||
| Making evidence-informed decisions | 232 | ||
| Rational thinking and the use of evidence and judgement in teaching | 232 | ||
| What evidence-informed teaching means in practice | 236 | ||
| Finding evidence relating to your practice | 236 | ||
| Reviewing the evidence available | 237 | ||
| Quality of Evidence | 238 | ||
| The Utility of the evidence | 238 | ||
| Extent of the evidence | 239 | ||
| The Strength of the evidence | 239 | ||
| The Target of the evidence | 239 | ||
| The Setting or context of the evidence | 239 | ||
| The value of the QUESTS criteria | 239 | ||
| The teacher as an innovator | 240 | ||
| The role of the teacher | 240 | ||
| The innovation ladder | 241 | ||
| The teacher as a researcher | 242 | ||
| Action research | 242 | ||
| Scholarship principles and research | 245 | ||
| Advantages of the teacher as a researcher | 245 | ||
| Potential limitations of the teacher as a researcher | 246 | ||
| Is a teacher’s understanding of the findings of research and possible improvements shaped by their own personal self-interests and prejudices? | 246 | ||
| Can such small-scale investigations by a teacher lead to genuine new insights into the curriculum? | 246 | ||
| Does a teacher have the necessary training and skills to be a teacher-researcher? | 247 | ||
| The teacher as a communicator about their work | 247 | ||
| Sharing your work as a teacher | 247 | ||
| Communication options | 247 | ||
| Writing for publication | 248 | ||
| Barriers to writing for publication | 248 | ||
| Manuscript features that create interest | 250 | ||
| Sections of a paper | 250 | ||
| The title | 250 | ||
| The abstract | 251 | ||
| The introduction | 251 | ||
| The methods section | 251 | ||
| The results section | 252 | ||
| The discussion | 252 | ||
| Submission of the manuscript | 252 | ||
| Rejection of a manuscript | 252 | ||
| What are your options if the paper is rejected? | 253 | ||
| Three final tips | 254 | ||
| Confronting broader issues in medical education | 254 | ||
| Scholarship – a contested concept | 255 | ||
| The teacher-scholar, the expert teacher-scholar and the master teacher-scholar | 255 | ||
| The teacher-scholar | 255 | ||
| The expert teacher-scholar | 256 | ||
| The master teacher-scholar | 256 | ||
| Consider | 256 | ||
| Explore further | 256 | ||
| 10 The teacher as a professional | 259 | ||
| Knowledge, autonomy and responsibility | 259 | ||
| Knowledge | 259 | ||
| Autonomy | 260 | ||
| Responsibility to their “clients” | 260 | ||
| Embedding professionalism in your role as a teacher | 262 | ||
| A standard of behaviour and responsibilities | 264 | ||
| Teaching skills and keeping up to date | 264 | ||
| Evaluating your competence as a teacher | 268 | ||
| Student ratings of teaching | 270 | ||
| Your well-being as a teacher | 270 | ||
| The problem of stress and burnout | 271 | ||
| Promoting well-being | 273 | ||
| “Civic” professionalism | 275 | ||
| The professional teacher, an expert professional and a master professional | 275 | ||
| The professional teacher | 275 | ||
| An expert professional | 275 | ||
| A master professional | 275 | ||
| Consider | 276 | ||
| Explore further | 276 | ||
| 11 The roles of the teacher today and in the future | 279 | ||
| The eight roles of the teacher | 279 | ||
| The teacher as an information provider | 279 | ||
| The teacher as a facilitator | 280 | ||
| The teacher as a curriculum planner and developer | 281 | ||
| The teacher as an assessor | 281 | ||
| The teacher as a role model | 281 | ||
| The teacher as manager and leader | 281 | ||
| The teacher as a scholar and researcher | 281 | ||
| The teacher as a professional | 281 | ||
| Factors affecting the roles expected of a teacher | 282 | ||
| The phase or stage of education | 282 | ||
| The cultural background | 282 | ||
| The size of the team | 282 | ||
| Educational support available | 282 | ||
| The context of teaching | 282 | ||
| The educational strategies adopted in the curriculum | 283 | ||
| The public’s expectation | 283 | ||
| Multiple roles for a teacher | 283 | ||
| Changing roles | 287 | ||
| Your personal role as a teacher | 288 | ||
| Case studies of the roles of a teacher in practice | 288 | ||
| The institution’s responsibilities | 288 | ||
| The importance of the teacher | 288 | ||
| Matching the roles and teachers | 291 | ||
| Mismatch between a school’s requirements and the available teaching skills | 292 | ||
| Teacher evaluation | 294 | ||
| A school’s responsibilities for the teachers employed | 294 | ||
| Recruitment of teachers | 294 | ||
| Retain the teacher | 295 | ||
| Re-energise the teacher | 295 | ||
| Recognise the teacher | 296 | ||
| Respect the teacher | 297 | ||
| An institution’s commitment to teaching | 297 | ||
| Disjunction between beliefs and practice | 298 | ||
| The future roles of the teacher | 299 | ||
| Changes in medical education | 299 | ||
| The future roles of the teacher | 300 | ||
| Information provider | 301 | ||
| Facilitator | 301 | ||
| Curriculum developer | 301 | ||
| Assessment | 301 | ||
| Role model | 302 | ||
| Manager and leader | 302 | ||
| Scholar and researcher | 302 | ||
| Professional | 302 | ||
| Consider | 303 | ||
| Explore further | 303 | ||
| Index | 305 | ||
| A | 305 | ||
| B | 305 | ||
| C | 305 | ||
| D | 306 | ||
| E | 306 | ||
| F | 306 | ||
| G | 307 | ||
| H | 307 | ||
| I | 307 | ||
| J | 307 | ||
| K | 307 | ||
| L | 307 | ||
| M | 308 | ||
| N | 308 | ||
| O | 308 | ||
| P | 308 | ||
| Q | 309 | ||
| R | 309 | ||
| S | 309 | ||
| T | 310 | ||
| U | 311 | ||
| V | 311 | ||
| W | 311 |