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To be and to have a...
To be and to have a critical friend in medical teaching
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- Dahlgren, Lars-Ove (author)
- Linköpings universitet,Utbildningsvetenskap,Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo)
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Eriksson, BE (author)
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- Gyllenhammar, H (author)
- Karolinska Institutet
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- Korkeila, M (author)
- Karolinska Institutet
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Saaf-Rothoff, A (author)
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- Wernerson, A (author)
- Karolinska Institutet
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- Seeberger, A (author)
- Karolinska Institutet
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(creator_code:org_t)
- Wiley, 2006
- 2006
- English.
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In: Medical Education. - : Wiley. - 0308-0110 .- 1365-2923. ; 40:1, s. 72-78
- Related links:
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https://urn.kb.se/re...
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https://doi.org/10.1...
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http://kipublication...
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Abstract
Subject headings
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- BACKGROUND In order to stimulate reflection and continuous professional development, a model of critical friends evaluating each other was introduced in medical education. OBJECTIVE To investigate whether the critical friend concept can serve as a pragmatic model for evaluation of medical teachers and as a fruitful tool for enhancing self-knowledge and professional development among medical educators. METHODS Three pairs of critical friends were formed, consisting of experienced medical teachers (n = 6) at the Karolinska Institutet. Each teacher was assigned to give 1 lecture and 1 seminar in his or her specific research or clinical field. The critical friend evaluated the performance in class, acting as an observer using a pre-formed protocol. The evaluation was communicated to the teacher during a 45-minute session within 48 hours after the teaching session. Each of the 6 teachers was criticised and gave criticism within the pair configurance. The outcome of the process was evaluated by an experimenter, not participating in the process, who performed a semistructured interview with each of the 6 teachers. RESULTS Each teacher had a different way of reflecting on teaching after the project than before and made changes in his or her way of teaching. We also noted that being a critical friend may be even more effective than having one. The majority of the feedback provided was positive and valuable. CONCLUSION To be and to have a critical friend is worth the extra workload. Therefore, the critical friend concept should be made part of regular teaching practice.
Keyword
- education
- medical
- undergraduate
- methods
- teaching
- standards
- clinical competence
- standatds
- staff development
- methods
- feedback
- self-evaluation programmes
- SOCIAL SCIENCES
- SAMHÄLLSVETENSKAP
Publication and Content Type
- ref (subject category)
- art (subject category)
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