Skip to main content
SpringerLink
Log in

The Role of Teacher-Learner Relationships in Medical Education

  • Chapter
  • First Online:
International Handbook of Research in Medical Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 7))

Summary

Teacher-learner relationships are distinguished from other relationships by several characteristics: an imbalance of power between the teacher and the learner; relative vulnerability and discomfort of the learner compared to the teacher; and constraints imposed on the relationship by social convention, by policies and norms of the educational institutions and by perspectives of teaching and learning held by educators. Beyond these few common characteristics there is no universally accepted definition of the teacher-learner relationship. Both teachers and scholars in the field of education hold different perspectives on teaching and learning and each of these perspectives has its own slant on the teacher-learner relationship.

The chapter begins with a brief review ofthree ofthe major philosophies of education and their implications for the teacher-learner relationship. Objectivists tend to view relationships as a frill, not important to the central role ofteaching which is the transferring ofinformation to students. Experimentalists tend to be interested in interaction (and derivatively in relationships) because their responsibility as teachers includes the psychological engagement of learners. Existentialists tend to view the relationship as the central vehicle through which the teacher stimulatesgrowth in the learner.

The body ofthe chapter reviews several research literatures from the point of view of their implications for teacher-student relationships: biological and neurophysiological, higher education, clinical supervision, role-modeling and mentoring. The conclusionfrom these reviews is that teacher-learner relationships have an enormous impact on the quality of teaching and learning. By some estimates the teacher-learner relationship explains roughly halfofthe variance in the effectiveness of teaching. Yet it has largely been ignored in the educational research literature. This imbalance is particularly ironic in medical education where obvious parallels with the physician-patient relationship should stimulate interest in interpersonal relationships in teaching.

Afinal section addresses the question of how teachers canfoster teacher-learner relationships that enhance learning. Although a number ofhelpful suggestions can be extractedfrom the literature, the suggestions cannot be organized into a simple list of “do’s” and “don’ts”. It is more validly expressed as a set ofcontradictions or “dilemmas”. We identified seven such dilemmas critical to the teacher-learner relationship: (1) Expert Authority and Flexibility; (2) Institutional Authority and Collegiality; (3) Communication: Inclusion and Separateness; (4) Support and Challenge; (5) Emotionality: The Good and The Bad; (6) Authenticity: Expertise andRole Modeling; and (7) Accessibility:A ConflictofPriorities between Practice, Scholarship, and Teaching.

Unlike simple problems, dilemmas are not completely resolvable. For example, teachers should not be forced to choose between challenging students and supporting them. They need to do both. We provide some recommendations and references to help teachers and administrators understand these dilemmas and establish effective teacher-learner relationships.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 429.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 549.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 549.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Astin, A. (1993).What matters in college? Four critical years revisited.San Francisco: Jossey-Bass.

    Google Scholar 

  • Baines, A. (1999) Unpublished survey of teaching time at the University of Toronto. Toronto, Ontario.

    Google Scholar 

  • Baird, L. (1976). Who goes to graduate school and how they get there? In J. Katz & R. Hartnett (Eds.)Scholars in the making: The development of graduate and professional students.New York: Ballinger.

    Google Scholar 

  • Baker, H. S., & Baker, M. N. (1987). Heinz Kohut’s self psychology: An overview.American Journal of Psychiatry 144(1) 1–9.

    Article  Google Scholar 

  • Bales, R. F. (1950).Interaction process analysis: A method for the study of small groups.Reading, MA: Addison-Wesley.

    Google Scholar 

  • Bales, R. F., & Slater, P. E. (1955). Role differentiation in small decision-making groups. In T. Parsons and others (Eds.)Family socialization and interaction process.Glencoe, IL: Free Press.

    Google Scholar 

  • Barr, R. B., & Tagg, J. (1995). From teaching to learning: Anewparadigm for undergraduate education.ChangeNovember/December, 13–25.

    Google Scholar 

  • Baxter-Magolda, M. B. (1992).Knowing and reasoning in college: Gender-related patterns in students’ intellectual development.San Francisco: Jossey-Bass.

    Google Scholar 

  • Belenky, M. F., Clinchy, N. R., Goldberger, N. R., & Tarule, J. M. (1986).Women’s ways of knowing: The development of self mind and voice.New York: Basic Books.

    Google Scholar 

  • Billson, J. M. (1982). In search of the silken purse: Factors in attrition among first generation students.College and University58, 57–75.

    Google Scholar 

  • Block, S. (1998, April). The nature of medical culture. Keynote address, San Diego: Association of Academic Psychiatrists.

    Google Scholar 

  • Boser, J., & Poppen, W. A. (1978). Identification of teacher verbal response roles for improving student-teacher relationships.Journal of Educational Research72(2), 90–94.

    Article  Google Scholar 

  • Brookfield, S. D. (1987).Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. Chap. 11, Encouraging active learning through personal relationships (pp. 211–227). San Francisco: Jossey-Bass.

    Google Scholar 

  • Brookfield, S. D. (1990).The skillful teacher: On technique trust and responsiveness in the classroom.San Francisco: Jossey-Bass.

    Google Scholar 

  • Brooks, J. G., & Brooks, M. G. (1993).In search of understanding: The case for constructivist classrooms.Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Brophy, J. (1985). Teacher-student interaction. In J. B. Dusk (Ed.)Teacher expectancies.Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Brophy, J. E., & Good, T. L. (1974).Teacher-student relationships: Causes and consequences.New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Brown, E. R. (1979).Rockefeller medicine men: Medicine and capitalism in America.Berkley, CA: University of California Press.

    Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.Educational Researcher 1832–42.

    Article  Google Scholar 

  • Buber, M. (1947).Between man and man.London: Collins.

    Google Scholar 

  • Burke, W. R., Goodyear, R. K., & Guzzard, C. R. (1998) Weakenings and repairs in supervisory alliances: A multiple-case study.American Journal of Psychotherapy52(4), 450–462.

    Article  Google Scholar 

  • Butland, M. J., & Beebe, S. A. (1992). A study of the application of implicit communication theory to teacher immediacy and student leaming. Conference presentation. International Communication Association: Miami Florida: ERIC Doc No. ED346532.

    Google Scholar 

  • Caine, R. N., & Caine, G. (1994).Making connections: Teaching and the human brain.Menlo Park, CA: Addison-Wesley.

    Google Scholar 

  • Camus, A. (1964). Neither victims nor executioners. In P. Goodman (Ed.)Seeds of liberation.New York: George Braziller.

    Google Scholar 

  • Carifio, M. S.&Hess, A. K. (1987). Who is the ideal supervisor?Professional Psychology: Research and Practice 18(3)236–243.

    Article  Google Scholar 

  • Chickering, A. W.&Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education.AAHE Bulletin39(3), 3–7.

    Google Scholar 

  • Chickering, A. W., & Reisser, L. (1993).Education and identity.San Francisco: Jossey-Bass.

    Google Scholar 

  • Chessick, R. D. (1971) How the resident and supervisor disappoint each other.American Journal of Psychotherapy25(2), 272–283.

    Article  Google Scholar 

  • Daloz, L. A. (1986).Effective teaching and mentoring: Realizing the transformational power of adult learning experiences.San Francisco: Jossey-Bass.

    Google Scholar 

  • Davis, L. L., Little, M. S., & Thornton, W. L. (1997). The art and angst of the mentoring relationship.Academic Psychiatry21, 61–71.

    Article  Google Scholar 

  • DeVito, J. (1986). Teaching as relational development. In J. M. Civikly (Ed.)Communicating in college classrooms. New directions for teaching and learningno. 26 (pp. 51–60). San Francisco: Jossey-Bass.

    Google Scholar 

  • Educating Future Physicians for Ontario (1993). Part I - Summary: What people of Ontario need and expect from physicians. Available from the EFPO Coordinating Centre, c/o University of Toronto, 92 College Street, Toronto, Ontario, M5G 1L4.

    Google Scholar 

  • Egan, G. (1982).The skilled helper: Model skills and methods for effective helping.(2nd ed.). Monterey, CA: Brooks/Cole.

    Google Scholar 

  • Endo, J. J.&Harpel, R. L. (1982). The effect of student-faculty interaction on students’ educational outcomes.Research in Higher Education16(2), 115–122.

    Article  Google Scholar 

  • Farber, N. J., Weiner, J. L., Boyer, G., & Robinson, E. J. (1990). How internal medicine residents resolve conflicts with attending physicians. Academic Medicine 65(11)713–715.

    Article  Google Scholar 

  • Feldman, K., & Newcomb, T. (1969).The impact of college on students.San Francisco: Jossey-Bass.

    Google Scholar 

  • Fernstermacher, G. D. (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock (Ed.)Handbook of research on teaching(3rd. ed., pp. 37–49). New York: Macmillan.

    Google Scholar 

  • Festinger, L. (1957).A theory of cognitive dissonance.Palo Alto, CA: Stanford University Press.

    Google Scholar 

  • Flavell, J. H. (1963).The developmental psychology of Jean Piaget.Toronto: D. Van Nostrand.

    Book  Google Scholar 

  • Flexner, A. (1910). Medical education in the United States and Canada: A report for the Carnegie Foundation for the Advancement of Teaching. Bulletin No. 4. New York: Carnegie Foundation for the Advancement of Teaching.

    Google Scholar 

  • Flexner, A. (1930/1968).Universities: American English German.New York:Oxford University Press: 3–36.

    Google Scholar 

  • Forsyth, D. R. (1999).Group dynamics(2nd ed.). Pacific Grove, CA: Brooks/Cole.

    Google Scholar 

  • Fox, D. (1983). Personal theories of teaching.Studies in Higher Education 8(2)151–163.

    Article  Google Scholar 

  • Friedman, M. (1967).To deny our nothingness: Contemporary images of man.Ch.16, The existentialist of dialogue: Marcel, Camus, and Buber (pp. 28 1–306). New York: Dell.

    Google Scholar 

  • Gaff, J. G. (1976).Toward faculty renewal.San Francisco: Jossey-Bass.

    Google Scholar 

  • Galbraith, M. W., & Cohen, N. H. (1995).Mentoring: New strategies and challenges.San Francisco: JosseyBass.

    Google Scholar 

  • Gardner, H. (1993).Multiple intelligences: The theory in practice.New York: Basic Books.

    Google Scholar 

  • Gazzaniga, M. (1985).The social brain: Discovering the networks of the mind.New York: Basic Books.

    Google Scholar 

  • Goleman, D. (1994).Emotional intelligence: Why it can matter more than IQ.New York: Bantam.

    Google Scholar 

  • Good, T. (1987). Two decades of research on teacher expectations: Findings and future directions.Journal of Teacher Education 38(6)9–15.

    Article  Google Scholar 

  • Greben, S. E. (1991) Interpersonal aspects of the supervision of individual psychotherapy.American Journal of Psychotherapy 45(3)306–316.

    Article  Google Scholar 

  • Greben, S. E., Markson, E. R., & Sadavoy, J. (1973) Resident and supervisor: An examination of their relationship.Canadian Psychiatric Association Journal 18473–479.

    Article  Google Scholar 

  • Hart, L. (1983).Human brain human learning.New York: Longman.

    Google Scholar 

  • Hays, R., & DiMatteo, M. R. (1984). Toward a more theraeutic physician-patient relationship. In S. Duck(Ed.)Personal relationships. 5: Repairing personal relationships.London: Academic Press.

    Google Scholar 

  • Hinde, R. A. (1981). The bases of a science of interpersonal relationships. In S. Duck & R. Gilmour (Eds.)Personal relationships 1: Studying personal relationships(pp. 1–22). London: Academic Press.

    Google Scholar 

  • Hunt, D. E. (1992).The renewal of personal energy.Toronto: OISE/Uo1T Press.

    Google Scholar 

  • Irby, D. M. (1978). Clinical teacher effectiveness in medicine.Journal of Medical Education 53808–815.

    Google Scholar 

  • Johnson, A. W., & Sullivan, J. A. (1995). Mentoring program practices and effectiveness. In M. W. Galbraith & N. H. Cohen (Eds.)Mentoring: New strategies and challenges.San Francisco: Jossey-Bass.

    Google Scholar 

  • Jones, J. (1989). Students’ ratings of teacher personality and teaching competence.Higher Education 18551–558.

    Article  Google Scholar 

  • Kahnweiler, W. M. (1991). Professor-student relationships: Nurturing autonomy or dependency.Journal of Professional Studies(Spring/Summer), 32–41.

    Google Scholar 

  • Kennard, B. D., Stewart, S. M., & Gluck, M. R. (1987) The supervision relationship: Variables contributing to positive versus negative experiences.Professional Psychology: Research and Practice18(2), 172–175.

    Article  Google Scholar 

  • Lakoff, G., & Johnson, M. (1980).Metaphors we live by.Chicago: University of Chicago Press.

    Google Scholar 

  • Lambert, M. J., & Arnold, R. C. (1987). Research and the supervisory process.Professional Psychology: Research and Practice18(3), 217–224.

    Article  Google Scholar 

  • Lave, J.&Wenger, E. (1991).Situated learning: Legitimate peripheral participation.New York: Cambridge University Press.

    Book  Google Scholar 

  • Lester, B. M., Boukydis, C. F. Z., Garcia-Coll, C. T., Peucker, M., McGrath, M. M., Vohr, B. R., Brem, F., & Oh, W. (1995). Developmental outcome as a function of the goodness of fit between the infant’s cry characteristics and the mother’s perception of her infant’s cry.Pediatrics95(4), 516–521.

    Google Scholar 

  • LeDoux, J. (1996).The emotional brain.New York: Simon and Schuster.

    Google Scholar 

  • Love, P. G., & Love, A. G. (1995).Enhancing student learning: Intellectual social and emotional integration.Washington, D.C.: George Washington University.

    Google Scholar 

  • Lowman, J. (1984).Mastering the techniques of teaching.San Francisco: Jossey-Bass.

    Google Scholar 

  • Martin, J. S., Goodyear, R. K., & Newton, F. B. (1987). Clinical supervision: An intensive case study. Professional Psychology: Research and Practice 18(3)225–235.

    Article  Google Scholar 

  • McCready, V., Roberts, J. E., Bengala, D., Harris, H., Kingsley, G., & Krikorian, K. (1996) A comparison of conflict tactics in the supervisory process.Journal of Speech and Hearing Research 39191–199.

    Article  Google Scholar 

  • McLeod, M. E. (1998). Doctor-patient relationship: Perspectives, needs, and communication.American Journal of Gastroenterology93(5), 676–680.

    Article  Google Scholar 

  • Meryn, S. (1998). Improving doctor-patient communication.British Medical Journal 3161922.

    Article  Google Scholar 

  • Morris, V. C. (1961).Philosophy and the American school.Boston: Houghton Mifflin.

    Google Scholar 

  • Newman, J. H. (1873/1976)The idea of a university.Oxford: Clarendon Press, 124–155.

    Google Scholar 

  • Nigam, T., Cameron, P. M., & Leverette, J. S. (1997). Impasses in the supervisory process: A resident’s perspective.American Journal of Psychotherapy51(2), 252–272.

    Article  Google Scholar 

  • Palepu, A., Friedman, R. H., Barnett, R. C., Can, P. L., Ash, A. S., Szalacha, L., & Moskowitz, M. A. (1998). Junior faculty members’ mentoring relationships and their professional development in U.S. Medical Schools.Academic Medicine73(3), 318–323.

    Article  Google Scholar 

  • Palmer, P. J. (1987). Community, conflict, and ways of knowing.Change19(5), 20–25.

    Article  Google Scholar 

  • Palmer, P. J. (1998).The courage to teach: Exploring the inner landscape of a teacher’s life.San Francisco: Jossey-Bass.

    Google Scholar 

  • Pascarella, E., & Terenzini, P. T. (1991).How college affects students.San Francisco: Jossey-Bass.

    Google Scholar 

  • Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes.Review of Educational Research 50545–595.

    Article  Google Scholar 

  • Penney, J. C. (1989). Humane medicine begins with humane medical schools.Humane Medicine 513–17.

    Google Scholar 

  • Pickering, M. (1977). An examination of the concepts operative in the supervisory process and relationship.American-Speech-Language-Hearing Association 19607–610.

    Google Scholar 

  • Pratt, D. D. (1989). Three stages of teacher competence: A developmental perspective. In E. R. Hayes (Ed.)Effective teaching styles. New directions for continuing educationno. 43. San Francisco: Jossey-Bass.

    Google Scholar 

  • Pratt, D. D. (1998).Five perspectives on teaching in adult and higher education.Malabar, FL: Krieger.

    Google Scholar 

  • Project Panel on the General Professional Education of the Physician. (1984). Physicians for the twenty-first century.Journal of Medical Education 591–208.

    Google Scholar 

  • Remington, G., & DaCosta, G. (1989). Ethnocultural factors in resident supervision: Black supervisor and white supervisees.American Journal of Psychotherapy .43(3), 398–404.

    Article  Google Scholar 

  • Robertson, D. L. (1996). Facilitating transformative learning: Attending to the dynamics of the educational helping relationship.Adult Education Quarterly 4741–53.

    Article  Google Scholar 

  • Robertson, D. L. (1999). Unconscious displacements in college teacher and student relationships: Conceptualizing, identifying, and managing transference.Innovative Higher Education23(3), 151–169.

    Article  Google Scholar 

  • Rodenhauser, P., Rudisill, J. R., & Painter A. F. (1989). Attributes conducive to learning in psychotherapy supervision.American Journal of Psychotherapy43(3), 368–377.

    Article  Google Scholar 

  • Russel, M. L., Ed. (1997).Tutor manual: Prepared for the problem-based learning tutor training program.Toronto: University of Toronto, Faculty of Medicine.

    Google Scholar 

  • Ruushenbush, E. (1964).The student and his studies.Middletown, CT: Wesleyan University Press.

    Google Scholar 

  • Salvendy, J. T. (1993) Control and power in supervision.International Journal of Group Psychotherapy43(3), 363–376.

    Article  Google Scholar 

  • Sanford, N. (1966).Self and society: Social change and individual development.New York: Atherton Press.

    Google Scholar 

  • Senge, P. M. (1990).The fifth discipline: The art and science of the learning organization.New York: Doubleday Currency.

    Google Scholar 

  • Sherman, T. M., Armistead, L. P., Fowler, F., Barksdale, M. A., & Feif, G. (1987). The quest for excellence in university teaching. Journal of Higher Education 48(1)66–84.

    Article  Google Scholar 

  • Simpson, R. J., & Galbo, J. J. (1986). Interaction and learning: Theorizing on the art of teaching.Interchange17(4), 37–51.

    Article  Google Scholar 

  • Sinai, J., Tiberius, R., de Groot, J., Brunet, A., & Voore, P. (2001). Developing a training program to improve supervisor-resident relationships, Step One: Defining the types of issues.Teaching and Learning in Medicine13(2).

    Google Scholar 

  • Societal Needs Working Group (1996). CanMEDS 2000 Project: Skills for the New Millennium.Annals of the Royal College of Physicians and Surgeons in Canada;29, 207–216.

    Google Scholar 

  • Stage, F. K., Muller, P. A., Kinzie, J., & Simmons A. (1998). Creating learning centered classrooms: What does learning theory have to say? ASHE-ERIC Higher Education Report Volume 26, No. 4. Washington, DC: George Washington University, Graduate School of Education and Human Development.

    Google Scholar 

  • Steffe, L. P., & Gale, J. (1995).Constructivism in education.Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Suchman, A. L., Markakis, K., Beckman, H. B., & Frankel, R. (1997). A model of empathic communication in the medical interview.Journal of the American Medical Association277(8), 678–682.

    Article  Google Scholar 

  • Svinicki, M. (1989–1990). If learning involves risk-taking, teaching involves trust building.Teaching Excellence1, 1–2.

    Google Scholar 

  • Swenson, J. R., Boyle, A., Last, J., Perez, E. L, Rassell, J. A., & Gosselin, J. Y. (1995) Mentorship in medical education.Annals of the Royal College of Physicians and Surgeons in Canada28(3), 165–169.

    Google Scholar 

  • Sykes, J. B., Ed. (1982).The concise Oxford dictionary (7 thed.) New York: Oxford University Press.

    Google Scholar 

  • Teitelbaum, S. H. (1990). Aspects of the contract in psychotherapy supervision.Psychoanalysis and Psychotherapy 895–98.

    Google Scholar 

  • Terenzini, P. T., & Pascarella, E. T. (1980). Student-faculty relationships and freshman year educational outcomes: A further investigation.Journal of College Student Personnel 21521–528.

    Google Scholar 

  • Thistlethwaite, D. L. (1962). Rival hypotheses for explaining the effects of different learning environments.Journal of Educational Psychology53(6), 310–331.

    Article  Google Scholar 

  • Tiberius, R. G. (1986). Metaphors underlying the improvement of teaching and learning.British Journal of Educational Technology17(2), 144–156.

    Article  Google Scholar 

  • Tiberius, R. G. (1994). The why of teacher/student relationships.Teaching Excellence5(8), 1–2.

    Google Scholar 

  • Tiberius, R. G., & Billson, J. M. (1991). The social context of teaching and learning. In R. J. Menges & M. D. Svinicki (Eds.)College teaching: From theory to practice. New directions for teaching and learning45 (pp. 67–86). San Francisco: Jossey-Bass.

    Google Scholar 

  • Tinto, V. (1993). Leaving college:Rethinking the causes and cures of student attrition(2nd ed.). Chicago: University of Chicago Press.

    Google Scholar 

  • Tipping, J., Freeman R. F., & Rachlis A. R. (1995). Using faculty and student perceptions of group dynamics to develop recommendations for PBL training.Academic Medicine70(11), 1050–1052.

    Article  Google Scholar 

  • Volkwein, J. F., King, M. C., & Terenzini, P. T. (1986). Student-faculty relationships and intellectual growth among transfer students.Journal of Higher Education 57413–430.

    Article  Google Scholar 

  • Volp, P. M. (1988). Why are faculty-student relationships important?Research Serving Teaching2(4), 1–2.

    Google Scholar 

  • Vygotsky, L. (1978).Mind in society: The development of higher psychological processes.London: Harvard University Press.

    Google Scholar 

  • Watkins, C.E. (1995). Psychotherapy supervision in the 1990s: Some observations and reflections.American Journal of Psychotherapy 49(4)568–581.

    Article  Google Scholar 

  • Watson, J. B. (1914).Behavior: An introduction to comparative psychology.New York: Holt, Rinehart and Winston.

    Book  Google Scholar 

  • Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967).Pragmatics of human communication: A study of interactional patterns pathologies and paradoxes.New York: Norton.

    Google Scholar 

  • Wideen, M., Mayer-Smith, J., & Moon, B. (1989). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry.Review of Educational Research68(2), 130–178.

    Article  Google Scholar 

  • Wills, T. A. (1982).Basic processes in helping relationships.New York: Academic Press.

    Google Scholar 

  • Wilmot, W. W. (1979). Dyadic communication. Reading, MA: Addison-Wesley.

    Google Scholar 

  • World Federation for Medical Education. (1988). The Edinburgh Declaration.Lancet 8608464.

    Google Scholar 

  • Wright, S. M., Kern, D. E., Kolodner, K., Howard, D. M., & Brancati, F. L. (1998). Attributes of excellent attending-physician role models. New England Journal of Medicine 339(27)1986–1992.

    Article  Google Scholar 

  • Zull, J. E. (1998). The brain, the body, learning, and teaching.The National Teaching & Learning Forum7(3), 1–5.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Toronto, Canada

    Richard G. Tiberius, Joanne Sinai & Edred A. Flak

Authors
  1. Richard G. Tiberius
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joanne Sinai
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Edred A. Flak
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. McMaster University, Canada

    Geoff R. Norman

  2. University of Maastricht, The Netherlands

    Cees P. M. van der Vleuten  & Diana H. J. M. Dolmans  & 

  3. University of Sheffield, UK

    David I. Newble

  4. Dalhousie University, Canada

    Karen V. Mann

  5. University of Toronto, Canada

    Arthur Rothman

  6. CurryCorp, Canada

    Lynn Curry

Rights and permissions

Reprints and permissions

Copyright information

© 2002 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Tiberius, R.G., Sinai, J., Flak, E.A. (2002). The Role of Teacher-Learner Relationships in Medical Education. In: Norman, G.R., et al. International Handbook of Research in Medical Education. Springer International Handbooks of Education, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0462-6_19

Download citation

  • DOI: https://doi.org/10.1007/978-94-010-0462-6_19

  • Published:

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-3904-8

  • Online ISBN: 978-94-010-0462-6

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation