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Doctor = Teacher

Doctor = Teacher. Teaching the teachers in general practice. Teaching commitments in GP Department. Curriculum teaching at the university Practical teaching in surgeries. Two types of GP teachers, then:. GPs with academic qualifications

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Doctor = Teacher

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  1. Doctor = Teacher Teaching the teachers in general practice Nordic Congress Cph May09 Holtedahl

  2. Teaching commitments in GP Department • Curriculum teaching at the university • Practical teaching in surgeries Nordic Congress Cph May09 Holtedahl

  3. Two types of GP teachers, then: • GPs with academic qualifications • GPs (usually) without academic qualifications, being mentors in a Master-Apprentice relationship and participating in student group teaching, sometimes in lecturing on practical clinical topics Teaching must start not only where the student is, but also where the teacher is Nordic Congress Cph May09 Holtedahl

  4. Teaching the academic teachers • Basic pedagogical course, week-end seminars. Emphasis on setting explicit goals and on inter-active teaching • Intensive local seminars, tutoring related to upcoming teaching topics: communication with evaluation of student-patient videos, practical skills excercises like clinical examination of joints, discussion of social security regulations, etc.. Nordic Congress Cph May09 Holtedahl

  5. Teaching Long-term Mentors (8 weeks) • Regular contact with GP coordinator at the medical faculty • An annual 2-day gathering with discussions about topics related to the master-apprentice situation • Written procedures for how the monitoring of the student should be done, and what the student is expected to learn • Midway evaluation (after 4 weeks) as a joint discussion and document elaborated by GP and student together • Final evaluation made separately by student and by GP Nordic Congress Cph May09 Holtedahl

  6. Teaching Day-to-day Mentors • Two students at a time, 3 hour sessions (4th year) or 2 hour sessions (6th year). Students alternate being ”GP” • Written instructions to GP teacher about expected procedure and feedback to student. • Participation in irregular reunions with the academic GP staff, where questions relating to student teaching are being discussed Nordic Congress Cph May09 Holtedahl

  7. Evaluating teaching Lauvås & Maurud 1979 Teaching EvalEv Evaluation Nordic Congress Cph May09 Holtedahl

  8. Evaluating teaching Lauvås & Maurud 1979 Teaching EvalEv Evaluation Nordic Congress Cph May09 Holtedahl

  9. Summing up • It is challenging but gratifying to practice so many different forms of teaching, more or less inter-active, in lectures, seminars, group work, skills practices including both communication and clinical examination. • Guiding principles are goal-setting and activating the students. This is common to academic teachers, GPs teaching students in surgeries, and probably for all medical teachers. Nordic Congress Cph May09 Holtedahl

  10. The Tromsø policy • Every GP group practice in our region is a potential arena for student teaching! • Every student is a potential GP in our region • Students choosing other career specialties should receive GP teaching that creates possibilities and a desire for future co-operation Nordic Congress Cph May09 Holtedahl

  11. Nordic Congress Cph May09 Holtedahl

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