Clinical teachers and problem-based learning: a phenomenological study
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| Název: | Clinical teachers and problem-based learning: a phenomenological study |
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| Autoři: | Dornan, Tim, Scherpbier, Albert, King, Nigel, Boshuizen, Henny |
| Zdroj: | Dornan, T, Scherpbier, A, King, N & Boshuizen, H 2005, ' Clinical teachers and problem-based learning: A phenomenological study ', Medical education, vol. 39, no. 2, pp. 163-170 . https://doi.org/10.1111/j.1365-2929.2004.01914.x |
| Informace o vydavateli: | Wiley, 2005. |
| Rok vydání: | 2005 |
| Témata: | Education, medical, undergraduate/*methods, Faculty, Medical, Hospitals, teaching, Teaching, 4. Education, Problem-based learning/*standards, Problem-Based Learning, 02 engineering and technology, medical, Physician's role, Hospitals, teaching, Education, 03 medical and health sciences, 0302 clinical medicine, undergraduate/*methods, 0202 electrical engineering, electronic engineering, information engineering, Humans, Curriculum, Clinical clerkship/methods, Physician's Role, Education, Medical, Undergraduate |
| Popis: | To explore how clinicians perceive their roles in problem-based medical education, and how closely those perceptions link to the curriculum they teach.All 14 general physicians in a teaching hospital took part in 6 semistructured discussions, which were analysed phenomenologically.Third year clinical teaching was described in terms that bore little relation to problem-based learning (PBL). Teachers placed great importance on the social dimension of professional learning. They expressed strongly positive affects towards learners and their learning that they found hard to express as PBL tutors. Their narratives of education were remarkably divorced from modern day clinical practice.Problem-based method lacked some important conditions for professional teaching and learning. Traditional apprenticeship is unsustainable under present day conditions of practice. There is a need for new educational methods that help the learner to build a professional identity through social interaction with practitioners. |
| Druh dokumentu: | Article |
| Jazyk: | English |
| ISSN: | 1365-2923 0308-0110 |
| DOI: | 10.1111/j.1365-2929.2004.01914.x |
| Přístupová URL adresa: | https://pubmed.ncbi.nlm.nih.gov/15679683 https://research.manchester.ac.uk/en/publications/cf3bffc4-893b-4d79-9945-3387750af047 https://doi.org/10.1111/j.1365-2929.2004.01914.x https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2004.01914.x https://www.research.manchester.ac.uk/portal/en/publications/clinical-teachers-and-problembased-learning-a-phenomenological-study(cf3bffc4-893b-4d79-9945-3387750af047).html https://www.ncbi.nlm.nih.gov/pubmed/15679683 https://core.ac.uk/display/1646652 https://europepmc.org/article/MED/15679683 https://pure.hud.ac.uk/en/publications/clinical-teachers-and-problem-based-learning-a-phenomenological-s |
| Rights: | Wiley TDM |
| Přístupové číslo: | edsair.doi.dedup.....43fed917ff118a5a03f9c7fe5062de28 |
| Databáze: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | To explore how clinicians perceive their roles in problem-based medical education, and how closely those perceptions link to the curriculum they teach.All 14 general physicians in a teaching hospital took part in 6 semistructured discussions, which were analysed phenomenologically.Third year clinical teaching was described in terms that bore little relation to problem-based learning (PBL). Teachers placed great importance on the social dimension of professional learning. They expressed strongly positive affects towards learners and their learning that they found hard to express as PBL tutors. Their narratives of education were remarkably divorced from modern day clinical practice.Problem-based method lacked some important conditions for professional teaching and learning. Traditional apprenticeship is unsustainable under present day conditions of practice. There is a need for new educational methods that help the learner to build a professional identity through social interaction with practitioners. |
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| ISSN: | 13652923 03080110 |
| DOI: | 10.1111/j.1365-2929.2004.01914.x |