Jackson’s article (1), highlighting the difficulties in teaching from
the junior doctor’s perspective, certainly made for an interesting read.
Perhaps ironic then that this reply comes from a student (especially one
located around the corner at Birmingham Medical School!).
We can all recall personal examples of outstanding medical teaching
that we have received in a variety of different clinical settings; from
the patient’s bedside on a ward round to standing next to the surgeon in
theatre, and from the outpatient clinic to primary care. So, as Jackson
mentions, one could utilise the knowledge gained from these past
experiences to guide us in our own teaching roles (1).
However, applying educational theory in the clinical arena is often
easier said than done. Outlined below are some practical tips that may
assist the newly qualified junior doctor in helping his students get the
most out of their teaching session:
• Time devoted to clinical educational activity in hospitals is often
variable or even absent, ranging from 0 – 25% of students’ time spent on
the wards (2). So junior doctors would greatly improve the learning
experiences of their students simply by trying to find more time to teach
them. However, if not all the material can be covered in a time-constraint
teaching session, providing a summary handout or pointing to areas of
further reading is also useful.
• Failure to utilise the assets of the clinical environment is
commonplace. Many doctors revert towards didactic impartment of factual
knowledge best left in the lecture theatre or seminar room, thereby losing
the clinical context for teaching skills of history taking and
examination. This is reflected in a study on teaching rounds, where only
11% of the time was spent at the patient’s bedside, the rest of the time
being spent in the conference room or discussing in hallways (3). This is
particularly surprising when bedside teaching and medical clerking are
considered the most valuable teaching methods amongst both students and
practicing doctors (4).
• Interruptions on the ward (e.g. being bleeped when on-call,
restricted times for patients at mealtimes and during visiting hours)
should be taken into account so as to minimise the disruption to bedside
teaching arrangements.
• Be prepared to be opportunistic in clinical teaching, since cases
never occur in a logical order.
• Set clear learning goals. Discuss objectives with learners to avoid
covering topics they have already met; especially since medical students,
even within the same medical school, will have had completely different
learning experiences (5). This also enables learners to point out areas of
weakness and to help them focus on the salient points of the lesson. At
the end, review the aims, clarify any misunderstandings and summarise the
key information.
• The motivation of learners can be difficult to maintain at times.
Simple ways of achieving this include varying the teaching stimulus (e.g.
mixing up the teaching of practical skills with recall of medical
knowledge) and utilising tasks that are more engaging and interactive
(e.g. bedside detective work and games for teaching physical examination
(6)). Moreover, it has been shown that one of the features of good
clinical teaching is enabling the student to be an active participant (7);
so a good teacher would involve the students on the ward round by getting
them to write in the patient notes, take a patient’s blood and getting
them to listen to the heart sounds before the consultant does.
• A good teacher would frequently ask relevant open questions, avoid
answering his own questions, and question the answers of his students (8).
• Giving personal feedback is an important factor in student
satisfaction (9). So spend time supervising their physical examinations
and reviewing their histories.
Medicine is different to other professions, in that teaching, whether
it be to students, fellow doctors or other healthcare professionals, is an
expectation. Furthermore, the General Medical Council state that those
involved in teaching should “develop the skills, attitudes and practices
of a competent teacher” (10). However, few doctors have had any formal
training in educational method, though many express an interest in
receiving it (11). Thus, there is a need for recognised training on how to
teach within the medical curriculum. This has been acknowledged in recent
years with some medical schools offering Special Study Modules in
teaching, as well as assessing medical students on a given teaching
performance to peers. Postgraduate qualifications in medical education and
teacher training courses also exist for those wishing to further their
skills; however, only 6% of actively teaching doctors have ever attended
masters or other short courses on teaching (12).
Patient-centred medicine to student-centred teaching seems a simple
enough transition to make, but many find it a daunting prospect. So
adequate training in educational methods should be in place for anyone who
takes a keen interest in their teaching roles. However, being a good
clinical teacher often goes beyond the theoretical teaching methods, and
is characterised by being enthusiastic, inspiring and supportive (13).
References:
(1) Jackson P. Learning to Teach. BMJ 2009;339:b4554
(2) Jolly B, Rees L. Medical education in the millennium. Oxford:
Oxford Medical Publications; 1998
(3) Miller M, Johnson B, Greene HL, Baier M, Nowlin S. An
observational study of attending rounds. J Gen Intern Med 1992;7:646-8
(4) Ward B, Moody G, Mayberry JF. The views of medical students and
junior doctors on pre-graduate clinical teaching. Postgrad Med J
1997;73:723-5
(5) Kowlowitz V, Curtis P, Sloane PD. The procedural skills of
medical students: expectations and experiences. Acad Med 1990;65:656-8
(6) Ramani S. Twelve tips for excellent physical examination
teaching. Med Teach 2008;30:851-6
(7) Stritter FT, Hain JD, Grimes MD. Clinical teaching re-examined. J
Med Educ 1975;50:876-82
(8) Spencer J. Learning and teaching in the clinical environment. BMJ
2003;326:591-4
(9) Chesser A, Brett M. Clinical teaching in context: a factor
analysis of student ratings. Research in Medical Education, Proceedings of
the twenty-eighth annual conference. Washington: Association of American
Medical Colleges; 1989. p49-54
(10) General Medical Council. Good Medical Practice [online]. 2006
[cited 2009 Nov 18]. Available from URL: http://www.gmc-
uk.org/guidance/good_medical_practice/index.asp
(11) Wilson DH. Education and training of preregistration house
officers: the consultants’ viewpoint. BMJ 1993;306:194-6
(12) Lawson M, Seabrook M, Jolly BC, Pettingale KW. Teachers at
King’s: who teaches and how? Paper presented at the annual conference of
the Association for the Study of Medical Education. Med Educ 1996;30:71-2
(13) Sutkin G, Wagner E, Harris I, Schiffer R. What makes a good
clinical teacher in medicine? A review of the literature. Acad Med
2008;83:452-66
Competing interests:
None declared