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DaRosa DA, Skeff K, Friedland JA, et al. Barriers to effective teaching. Acad Med. 2011;86(4):453-9doi: 10.1097/ACM.0b013e31820defbe.
DaRosa, D. A., Skeff, K., Friedland, J. A., Coburn, M., Cox, S., Pollart, S., O'connell, M., & Smith, S. (2011). Barriers to effective teaching. Academic medicine : journal of the Association of American Medical Colleges, 86(4), 453-9. https://doi.org/10.1097/ACM.0b013e31820defbe
DaRosa, Debra A, et al. "Barriers to effective teaching." Academic medicine : journal of the Association of American Medical Colleges vol. 86,4 (2011): 453-9. doi: https://doi.org/10.1097/ACM.0b013e31820defbe
DaRosa DA, Skeff K, Friedland JA, Coburn M, Cox S, Pollart S, O'connell M, Smith S. Barriers to effective teaching. Acad Med. 2011 Apr;86(4):453-9. doi: 10.1097/ACM.0b013e31820defbe. PMID: 21346500.
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Acad Med. 2011 Apr;86(4):453-9. doi: 10.1097/ACM.0b013e31820defbe.

Barriers to effective teaching.

Academic medicine : journal of the Association of American Medical Colleges

Debra A DaRosa, Kelley Skeff, Joan A Friedland, Michael Coburn, Susan Cox, Susan Pollart, Mark O'connell, Sandy Smith

Affiliations

  1. Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, Illinois 60611, USA. [email protected]

PMID: 21346500 DOI: 10.1097/ACM.0b013e31820defbe

Abstract

Medical school faculty members are charged with the critical responsibility of preparing the future physician and medical scientist workforce. Recent reports suggest that medical school curricula have not kept pace with societal needs and that medical schools are graduating students who lack the knowledge and skills needed to practice effectively in the 21st century. The majority of faculty members want to be effective teachers and graduate well-prepared medical students, but multiple and complex factors-curricular, cultural, environmental, and financial-impede their efforts. Curricular impediments to effective teaching include unclear definitions of and disagreement on learning needs, misunderstood or unstated goals and objectives, and curriculum sequencing challenges. Student and faculty attitudes, too few faculty development opportunities, and the lack of an award system for teaching all are major culture-based barriers. Environmental barriers, such as time limitations, the setting, and the physical space in which medical education takes place, and financial barriers, such as limited education budgets, also pose serious challenges to even the most committed teachers. This article delineates the barriers to effective teaching as noted in the literature and recommends action items, some of which are incremental whereas others represent major change. Physicians-in-training, medical faculty, and society are depending on medical education leaders to address these barriers to effect the changes needed to enhance teaching and learning.

© by the Association of American Medical Colleges.

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