Display options
Cite
Ruesseler M, Walcher F. Teaching in daily clinical practice: a necessary evil or an opportunity? Doctors as teachers. Eur J Trauma Emerg Surg. 2011;37(2):203-5doi: 10.1007/s00068-011-0078-5.
Ruesseler, M., & Walcher, F. (2011). Teaching in daily clinical practice: a necessary evil or an opportunity? Doctors as teachers. European journal of trauma and emergency surgery : official publication of the European Trauma Society, 37(2), 203-5. https://doi.org/10.1007/s00068-011-0078-5
Ruesseler, M, and Walcher, F. "Teaching in daily clinical practice: a necessary evil or an opportunity? Doctors as teachers." European journal of trauma and emergency surgery : official publication of the European Trauma Society vol. 37,2 (2011): 203-5. doi: https://doi.org/10.1007/s00068-011-0078-5
Ruesseler M, Walcher F. Teaching in daily clinical practice: a necessary evil or an opportunity? Doctors as teachers. Eur J Trauma Emerg Surg. 2011 Apr;37(2):203-5. doi: 10.1007/s00068-011-0078-5. Epub 2011 Feb 19. PMID: 26814957.
Copy Download .nbib Format: NLM
Share it on

Eur J Trauma Emerg Surg. 2011 Apr;37(2):203-5. doi: 10.1007/s00068-011-0078-5. Epub 2011 Feb 19.

Teaching in daily clinical practice: a necessary evil or an opportunity? Doctors as teachers.

European journal of trauma and emergency surgery : official publication of the European Trauma Society

M Ruesseler, F Walcher

Affiliations

  1. Department of Trauma Surgery, Johann Wolfgang Goethe-University, Theodor-Stern-Kai 7, 60590, Frankfurt/Main, Germany. [email protected].
  2. Department of Trauma Surgery, Johann Wolfgang Goethe-University, Theodor-Stern-Kai 7, 60590, Frankfurt/Main, Germany.

PMID: 26814957 DOI: 10.1007/s00068-011-0078-5

Abstract

Teaching is an important part of our medical role as physicians. Though all doctors are usually well prepared for their clinical roles, few are trained to teach. It can be demonstrated that improved teaching performance leads to better learning outcomes for students and doctors. However, clinical teaching faces many challenges and problems. The series "Teaching in daily clinical practice," which commences with this article, will describe basic educational principles that are applicable in all phases of the learning and teaching of students, junior doctors and speciality trainees.

Keywords: Clinical teaching; Medical education; Stanford Model

References

  1. Acad Med. 1998 Jun;73(6):688-95 - PubMed
  2. BMJ. 2003 Mar 15;326(7389):591-4 - PubMed
  3. Med Educ. 2000 Oct;34(10):820-6 - PubMed
  4. Med Educ. 2000 Oct;34(10):841-50 - PubMed
  5. Med Educ. 2005 Feb;39(2):120-1 - PubMed
  6. Med Teach. 2008;30(4):347-64 - PubMed
  7. Med Educ. 2000 Feb;34(2):126-30 - PubMed
  8. J Gen Intern Med. 1988 Mar-Apr;3(2 Suppl):S26-33 - PubMed

Publication Types