Abstract
In this chapter we plan to look at ways of improving your clinical teaching. It is unlikely that you will be able to obtain specific help in this matter as training courses in clinical teaching appear to be almost non-existent. It is a fact that clinical teaching is the most neglected of all areas of teaching. It is equally a fact that it is the area in which more deficiencies have been found than in any other. The conclusion of one extensive study was that ’many (clinical) teaching sessions, particularly ward rounds, were haphazard, mediocre and lacking in intellectual excitement’. In one study of medical schools in North America, it was stated that there were few students who could report having been monitored in the interview and physical examination of more than one or two patients and that a surprising number had been awarded their degree without ever having been properly supervised in the complete data-collecting process of even one patient! It is our experience, with notable exceptions, that a similar situation can be found in many medical schools in other parts of the world.
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There is, ofcourse, a substantial journal literature on the subject. A useful annotatedbibliography has been prepared by L. Snellin the Journal of General Internal Medicine, 3 1988,611-615.
Clinical Teaching Strategies for Physicians by PJ. McLeod and R.M. Harden, Medical Teacher, 7, 1985. 173-189.
Clinical Teaching (or Medical Residents by J.C. Edwards and R.L. Marier, Springer, New York, 1988.
Teaching During Rounds by D. Weinhollz and J. Edwards, The John Hopkins Universily Press, Baltimore, 1992.
The Medical Teacher (Section 3) by K.R. Cox and C.E. Ewan (eds.), Churchill-Livingstone, Edinburgh, 1988.
The Physician as Teacher by T.L. Schwenk and N. Whitman, Williams and Wilkins, Baltimore, 1987.
Invited Section: Teaching in Ambulatory Settings by D.E. Steward (ed.), Teaching and Learning in Medicine, 5,1993, 192-216.
Booksand articles referred to in this chapter
Reflections on Clinical Teaching and Learning by R.R. Andrew, Australian Family Physician 6, 1977,1053-1057.
The MedicalInterview byS.A. Cohen-Cole, Mosby Year Book, 1991.
Simulated Patients (Programmed Patients) by H.S. Barrows, Charles C. Thomas, Springfield, Illinois, 1971.
Inquiry: The Pedagogical Importance of a Skill Central to Clinical Practice by H.S. Barrows, MedicalEducation 24,1990, 3–5.
Medical Problem Solving: A Ten Year Retrospective by A. Elstein, L. Shulman and S. Sprafka, Evaluation and the HealthProfessions 13,1990, 5–36.
A Handbook for Teachers in Universities and Colleges by D.I. Newble and R.A. Cannon, Kogan Page, London, 1991.
Teaching in Laboratories by D. Boud, J.Dunn and E. Hegarty-Hazel. SRHE/NFER Nelson/Open University, Mil- ton Keynes,1986.
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© 1994 David Newble and Robert Cannon
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Newble, D., Cannon, R. (1994). Teaching Practical and Clinical Skills. In: A Handbook for Medical Teachers. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-1426-4_4
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DOI: https://doi.org/10.1007/978-94-011-1426-4_4
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