- Are able to define the fundamental characteristics of the health
science discipline in which they work, especially the features that define it as a unique
discipline. They can articulate the knowledge, skills and attitudes required to
effectively practice their discipline. They incorporate the unique features of this
discipline into their approach to teaching - the content and process of teaching the
discipline are congruent.
- Demonstrate interpersonal skills as teachers. They use their
personalities to "move" others toward personal growth. They show clear and
direct communication and effective use of basic helping skills. They are able to meet each
student at his or her level of understanding by modifying their approach to match the
needs of the learner and the situation. They are equally skilled in using confrontation
and assertion in their communication with learners, especially in dealing with the
essential principles of the discipline.
- Use the Instructional Design Model as a guide for developing lessons,
courses and curricula. They are skilled at writing and using instructional objectives.
- Demonstrate effective teaching skills in one-to-one, small group and
large group settings, by:
- Caring for the learner as a whole person
- Providing clarity, organization and enthusiasm
- Creating an environment which enhances student motivation
- Facilitating transfer of what was learned to new situations
- Probing the learner to explore deeper
- Varying their teaching methods to suit the context and to maintain
learner attention
- Using instructional media effectively
- Using effective questioning techniques
- Assisting learners to become more effective and more efficient
self-directed learners
- Enhancing student self-efficacy
- Incorporating knowledge of the psychology of learning, principles of
adult learning, developmental theory and research on teaching into their approach.
- Demonstrate effective clinical supervision. They recognize the
parallel processes between patient-centred care and learner-centred teaching and can use
their relationships with students to enhance learning. They are respected role models.
- Determine learner needs by:
- Review of past experiences and future plans
- Interview and self report
- Observation (live and recorded)
- Feedback from colleagues, staff, other learners, patients
- Chart review
In collaboration with students, they develop
comprehensive learning plans that take into account the learners' special strengths and
learning styles. This includes the domains of knowledge, skills and attitudes and
considers all of this in light of the learners' personal development and broader context.
- Demonstrate skill in providing constructive feedback.
- Design, implement and analyze evaluation systems to assess students':
- Knowledge and understanding
- Interpersonal attributes
- Problem-solving and clinical judgement
- Clinical skills
- Technical skills
- Use an evaluation / assessment blueprint effectively
- Become committed to excellence in teaching as shown by:
- Careful preparation, implementation and evaluation of their own
teaching activities
- Encouragement of faculty development activities
- Acquisition of reference material on education
- Development of a long-term plan for improving the quality of teaching
in their disciplines
- Critically analyze and evaluate teaching and educational scholarship
in their disciplines (evidence-based education).
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"When we think of an institutional climate that facilitates fine teaching we usually
think first of whether institutional personnel policies reward teaching. But this is
simplistic....What counts in an institutional climate supportive of teaching is a set of
norms that encourage conversations about teaching among faculty members, conversations
that include students and administrators as well, conversations that are enriched
by faculty understanding of teaching and learning and conversations stimulated by a
faculty development program dealing with the issues …..Appreciation is important but
it needs to be supported by opportunities for continual growth in skill, understanding,
and enjoyment."Wilbert J. McKeachie & Barbara K. Hofer, 1994. |