Clinical teachers are usually clinicians first and teachers second. A common assumption is that experienced clinicians will be good teachers. However, this is often not true. Good clinicians are not necessarily good teachers, although, with some theoretical knowledge and guided experience, they have the potential to become great teachers. This book is designed to help competent clinicians (whether hospital-based clinicians or those in other medical disciplines) to become competent teachers. It is a companion volume to Richard Hays' very successful book, Practice-Based Teaching, a Guide for General Practitioners, 2nd Edition.
The simplest and most common method of clinical teaching is supervising a student, or a group of students, in a clinical setting. However, there are other forms of clinical teaching, such as case discussions, small group tutorials, larger group lectures and seminars, and inevitably, assessment, particularly clinical assessment. There may also be curriculum planning within medical schools. For competent clinicians involved in teaching, this book aims to help develop skills in all of these areas.
Teaching and Learning in Clinical Settings is aimed at all levels of professional teaching development. The three parts can be read in any order. Part 1 provides information about being a clinical teacher. Part 2 includes the practical, experiential `how to' of clinical teaching in the healthcare context. It includes numerous scenarios to illustrate important theoretical issues, an approach similar to most modern medical curricula. Part 3 provides some theoretical background to curriculum development, assessment and evaluation. Each chapter includes a recommended further reading list. A list of references (books, journals and websites) and a glossary of medical education terms is also provided.
