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To be and to have a...
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Dahlgren, Lars-OveLinköpings universitet,Utbildningsvetenskap,Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo)
(författare)
To be and to have a critical friend in medical teaching
- Artikel/kapitelEngelska2006
Förlag, utgivningsår, omfång ...
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Wiley,2006
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printrdacarrier
Nummerbeteckningar
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LIBRIS-ID:oai:DiVA.org:liu-46057
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https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-46057URI
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https://doi.org/10.1111/j.1365-2929.2005.02349.xDOI
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http://kipublications.ki.se/Default.aspx?queryparsed=id:115990957URI
Kompletterande språkuppgifter
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Språk:engelska
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Sammanfattning på:engelska
Ingår i deldatabas
Klassifikation
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Ämneskategori:ref swepub-contenttype
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Ämneskategori:art swepub-publicationtype
Anmärkningar
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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.
Ämnesord och genrebeteckningar
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education
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medical
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undergraduate
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methods
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teaching
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standards
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clinical competence
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standatds
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staff development
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methods
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feedback
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self-evaluation programmes
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SOCIAL SCIENCES
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SAMHÄLLSVETENSKAP
Biuppslag (personer, institutioner, konferenser, titlar ...)
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Eriksson, BE
(författare)
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Gyllenhammar, HKarolinska Institutet
(författare)
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Korkeila, MKarolinska Institutet
(författare)
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Saaf-Rothoff, A
(författare)
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Wernerson, AKarolinska Institutet
(författare)
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Seeberger, AKarolinska Institutet
(författare)
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Linköpings universitetUtbildningsvetenskap
(creator_code:org_t)
Sammanhörande titlar
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Ingår i:Medical Education: Wiley40:1, s. 72-780308-01101365-2923
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