Basic Science Teaching by Clinician Educators: Insights From Students and Implications for Faculty Development

• In Event: Issues in Faculty Development

Abstract

This study explored the premises of benefit to the medical student when educators with a medical degree (clinician educators) are present in classroom-based teaching, through the lens of the student. Situated learning theories provided a way to interpret student learning of cognitive and metacognitive skills from clinician educators. Two cohorts of students provided comments about teaching in their basic science courses. Themes related to effective teaching specific to clinical expertise were generated from the data. Findings illuminated how it is beneficial for clinician educators to model their cognitive processes and set scope for learning for students. The implications for course directors are to provide faculty development which develops clinician educators' skills in making clinical reasoning transparent to students.

Authors

• Sandra Joy Kemp, Curtin University

• Katharine Boursicot, Health Professional Assessment Consultancy

• Patricia S. O'Sullivan, University of California - San Francisco