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- W198154281 abstract "C LINICAL teaching is an important task undertaken by many anaesthetists. We receive little training as teachers and little guidance to help us to become more effecfive. We learn to teach by trial and error and rely on sporadic feedback to improve our techniques? Nevertheless the role is extremely important. Proper teaching helps to ensure the quality of anaesthetic care provided in the future, provides more effective learning for our trainees, and attracts better students to our discipline. Given our lack of formal training, it is perhaps not surprising how little information is available in the peer reviewed literature about the clinical education performed by anaesthetists. Given the importance of clinical teaching and our limited resources, our efforts need to be both efficient and effective. Paget performed observational studies of operating room teaching in the 1970s, but there has been little follow-up to his work. 1-s Critical analysis of the factors which differentiate excellent from well intended, yet mediocre, anaesthetic teaching is not available. While anaesthetists may attend teaching development courses offered by professional bodies such as the Society for Education in Anesthesia, the underlying information is derived from personal experience or extrapolated from other disciplines. The courses are not based on the scientifically determined requirements for effective teaching in the operating room. Qualitative research can help to guide the development of proper observational and experimental studies. In this issue, Cleave-Hogg and Benedict report the results of an ethnographic study to determine the characteristics of good clinical teachers and their structures of knowledge development (epistemology). a The problems we have in interpreting the results of this study are implicit in the method used. The authors identified the limitation that they looked only at the best teachers, but would poorer teachers have performed differently? Would they have shown the same level of epistemological development? Would they have used different teaching methods? Are high-" @default.
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- W198154281 date "1997-06-01" @default.
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- W198154281 title "The characteristics of excellent clinical teachers" @default.
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