What We Say and What We Do: Self-Reported Teaching Behavior versus Performances in Written Simulations among Medical School Faculty

What We Say and What We Do: Self-Reported Teaching Behavior versus Performances in Written Simulations among Medical School Faculty

A study of 47 clinical medical faculty teaching behaviors had teachers report their teaching behaviors in four areas: interactive skills; knowledge or abilities important for students to develop; factors influencing curriculum development; and sources of pedagogical assistance. Subjects' writte...

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Veröffentlicht in:Academic Medicine 1992-08, Vol.67 (8), p.522-7
Hauptverfasser: Hartman, Sandee L, Nelson, Marc S
Format: Artikel
Sprache:eng
Schlagworte:
Behavior
Classroom Techniques
Comparative Analysis
Curriculum Design
Discussion (Teaching Technique)
Educational Measurement - methods
Faculty, Medical
Higher Education
Interviews as Topic
Lecture Method
Medical Education
Professional Education
Schools, Medical
Self Disclosure
Simulation
Surveys and Questionnaires
Teacher Behavior
Teaching - methods
Test Construction
Writing
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Zusammenfassung:A study of 47 clinical medical faculty teaching behaviors had teachers report their teaching behaviors in four areas: interactive skills; knowledge or abilities important for students to develop; factors influencing curriculum development; and sources of pedagogical assistance. Subjects' written simulations on teaching techniques, curriculum design, and test construction reflected different behaviors. (MSE)
ISSN:1040-2446
DOI:10.1097/00001888-199208000-00010