Medical school teaching styles explained

BMJ ◽  
2017 ◽  
pp. i1636
Author(s):  
Raj Pradhan ◽  
Rebecca Bourdon-Pierre ◽  
Matt Green ◽  
Gopal Mahadev
Keyword(s):  
Medical School ◽  
Teaching Styles ◽  
School Teaching

Medical school teaching programs

1966 ◽  
Vol 93 (5) ◽  
pp. 522-529 ◽  
Author(s):  
R. R. Suskind
Keyword(s):  
Medical School ◽  
School Teaching ◽  
Teaching Programs

scholarly journals 234 Remote Surgical Teaching During COVID-19: Early Feedback from Students and Teachers

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
H Harris ◽  
G Khera ◽  
A r Alanbuki ◽  
K Ray ◽  
W Yusuf ◽  
...  
Keyword(s):  
Medical School ◽  
Blended Learning ◽  
Practical Skills ◽  
Small Group Teaching ◽  
Surgical Ward ◽  
School Teaching ◽  
Surgical Teaching ◽  
The Government ◽  
Ward Rounds ◽  
Online Feedback

Abstract Background On the 23rd March 2020 the government issued a nationwide lockdown in response to COVID-19. Using Microsoft Teams software, Brighton and Sussex Medical School transitioned to remote surgical teaching. We discuss the early feedback from students and tutors. Method All students (N = 40) and tutors (N = 7) were invited to complete an online feedback survey. Results Twenty students responded. Nine preferred remote teaching. The teaching was described as either good (10/20) or excellent (10/20). Small group teaching, lectures and student lead seminar sessions all received positive feedback. Students preferred sessions that were interactive. One hour was optimal (17/20). There was no consensus over class size. 15/20 (75%) would like remote teaching to continue after the pandemic. All tutors responded. There was a preference towards shorter sessions: 45 minutes (2/7) one hour (5/7). Tutors found virtual sessions less interactive (6/7). All tutors would like remote teaching to continue after the pandemic. Three suggested extending teaching to remote surgical ward rounds. Concern was raised by both students and tutors regarding the absence of practical skills. Conclusions The value of remote teaching has been highlighted by COVID-19. Our feedback recommends a transition towards blended learning; using the convenience of remote teaching to help augment traditional medical school teaching.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1951 ◽  
Vol 7 (5) ◽  
pp. 738-739
Keyword(s):  
Medical School ◽  
Board Of Directors ◽  
Executive Director ◽  
Medical Science ◽  
Teaching And Research ◽  
Fourth Group ◽  
School Teaching ◽  
The Board Of Directors

Twenty medical scientists have been named as the fourth group of "Scholars in Medical Science" appointed by the John and Mary R. Markle Foundation as part of its program to keep young doctors on medical school teaching and research staffs, John M. Russell, executive director of the fund, announced yesterday. Mr. Russell also announced the decision of the Board of Directors to increase the amount of the grant $1,000 a year, making the 5 year total $30,000 instead of $25,000.

scholarly journals Medical school teaching on interprofessional relationships between primary and social care to enhance communication and integration of care – a pilot study

2019 ◽  
Vol Volume 10 ◽  
pp. 311-332
Author(s):  
Anas Tahir ◽  
Mohaimen Al-Zubaidy ◽  
Danial Naqvi ◽  
Ali Tarfiee ◽  
Falak Naqvi ◽  
...  
Keyword(s):  
Pilot Study ◽  
Medical School ◽  
Social Care ◽  
Integration Of Care ◽  
School Teaching

scholarly journals Medical School Teaching of Basic Science

1971 ◽  
Vol 60 (5) ◽  
pp. 955-958 ◽  
Author(s):  
Eugene D. Jacobson
Keyword(s):  
Medical School ◽  
Basic Science ◽  
School Teaching

scholarly journals Responsibly Managing the Medical School???Teaching Hospital Power Relationship

2005 ◽  
Vol 80 (7) ◽  
pp. 690-693 ◽  
Author(s):  
Frank A. Chervenak ◽  
Laurence B. McCullough
Keyword(s):  
Medical School ◽  
Teaching Hospital ◽  
Power Relationship ◽  
School Teaching

scholarly journals Follow the money: how is medical school teaching funded?

2020 ◽  
pp. 1-4
Author(s):  
Aileen O'Brien ◽  
Ania Korszun
Keyword(s):  
National Health Service ◽  
Medical Students ◽  
Health Service ◽  
Medical School ◽  
National Health ◽  
Physical Illness ◽  
Clinical Placements ◽  
Service Environment ◽  
School Teaching ◽  
Teaching Time

Growing student numbers are producing greater demand for teaching, and resources allocated for education are being placed under increasing strain. The need for more student clinical placements and more clinician teaching time is expanding. Psychiatrists have successfully drawn attention to the importance of parity between mental and physical illness. We now have a responsibility to ensure enhanced opportunities to teach psychiatry to our medical students. This is set against a background of an increasing number of psychiatry consultants leaving the profession and an already stretched National Health Service environment. Many consultants contribute to teaching but do not have this activity included in their job plans. Although clinics and clinical meetings are inevitably slower when students are present, there is often no backfill provided. As outlined below, trusts receive substantial funding to cover costs related to the teaching of medical students, but most of us don't know what actually happens to this money. Here, we discuss how teaching is currently funded and make recommendations regarding improving accountability.

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