Pedagogical strategies used in clinical medical education: an observational study View Full Text


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Article Info

DATE

2010-12

AUTHORS

Maria Skyvell Nilsson, Sandra Pennbrant, Ewa Pilhammar, Claes-Göran Wenestam

ABSTRACT

BACKGROUND: Clinical teaching is a complex learning situation influenced by the learning content, the setting and the participants' actions and interactions. Few empirical studies have been conducted in order to explore how clinical supervision is carried out in authentic situations. In this study we explore how clinical teaching is carried out in a clinical environment with medical students. METHODS: Following an ethnographic approach looking for meaning patterns, similarities and differences in how clinical teachers manage clinical teaching; non-participant observations and informal interviews were conducted during a four month period 2004-2005. The setting was at a teaching hospital in Sweden. The participants were clinical teachers and their 4th year medical students taking a course in surgery. The observations were guided by the aim of the study. Observational notes and notes from informal interviews were transcribed after each observation and all data material was analysed qualitatively. RESULTS: Seven pedagogical strategies were found to be applied, namely: 1) Questions and answers, 2) Lecturing, 3) Piloting, 4) Prompting, 5) Supplementing, 6) Demonstrating, and 7) Intervening. CONCLUSIONS: This study contributes to previous research in describing a repertoire of pedagogical strategies used in clinical education. The findings showed that three superordinate qualitatively different ways of teaching could be identified that fit Ramsden's model. Each of these pedagogical strategies encompass different focus in teaching; either a focus on the teacher's knowledge and behaviour or the student's behaviour and understanding. We suggest that an increased awareness of the strategies in use will increase clinical teachers' teaching skills and the consequences they will have on the students' ability to learn. The pedagogical strategies need to be considered and scrutinized in further research in order to verify their impact on students' learning. More... »

PAGES

9

References to SciGraph publications

  • 2006-12. Impact of medical students' descriptive evaluations on long-term course development in BMC MEDICAL EDUCATION
  • 2002. Medical Student Clinical Education in INTERNATIONAL HANDBOOK OF RESEARCH IN MEDICAL EDUCATION
  • 2002. The Role of Teacher-Learner Relationships in Medical Education in INTERNATIONAL HANDBOOK OF RESEARCH IN MEDICAL EDUCATION
  • Identifiers

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    http://scigraph.springernature.com/pub.10.1186/1472-6920-10-9

    DOI

    http://dx.doi.org/10.1186/1472-6920-10-9

    DIMENSIONS

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    PUBMED

    https://www.ncbi.nlm.nih.gov/pubmed/20105340


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