Abstract
Teacher training is gradually becoming prevalent in medical education. A variety of training methods are used, ranging from independent competency-based modules1 to systematic didactic courses.2 The prevailing method, however, which is also most recommended for in-service teacher education is still the short training workshop.3,4 Some evidence suggests that even a rather short workshop improves the quality of instruction, probably by increasing the teacher’s self-confidence.5 Nevertheless, almost no long-term and wide-range evaluations have been attempted to assess the effectiveness of the various training methods and the duration of their effect. Teacher training thus remains the province of each institution, which develops its own program, often based on beliefs rather than on facts and on contingency rather than on needs.
Modified from an article, Teacher training and faculty development in medical education, reprinted by permission of the Iraëli Journal of Medical Science.
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Benor, D.E., Mahler, S. (1989). Training Medical Teachers: Rationale and Outcomes. In: Schmidt, H.G., Lipkin, M., de Vries, M.W., Greep, J.M. (eds) New Directions for Medical Education. Frontiers of Primary Care. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3472-2_18
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DOI: https://doi.org/10.1007/978-1-4612-3472-2_18
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