Principles: The role of the teacher in clinical education

 

 

Interaction between concepts relating to the role of the teacher in clinical e-learning

Principles outlining the role of the teacher in clinical education

Principle	Expanded	Learning Theory and Teaching Perspective	Relevent citations
Flexible: Teachers in clinical education e-learning must take flexible roles, depending on the needs of their students	Student level, experience and application will all matter when deciding which role predominates at which point. Teacher will be technical advisors, information providers, curriculum planners, assessors, supporters, role models at different stages/with different students.	Behaviourist, Cognitivist (Individual Differences, memory)               Nurturing, transmission, and developmental Perspective	(Ally, 2004) (Reese, 1998)                       (Pratt, Arseneau et al. 2001)
Role Models: Teachers are powerful role models, whether they are aware of this or not.	Role modelling is important throughout clinical education This means that the teacher contributions in a clinical on-line environment are viewed as important by students and need to emphasise all the academic and interactive qualities which learners are exposed to	Constructivist                   Apprenticeship Perspective Social reform perspective	(Harden and Crosby, 2000)                     (Pratt, Arseneau et al. 2001)
Balance: Teachers need to provide a good balance between structure and choice for students.	Choice can this depends on include content: what is being learned (eg you cant choose to learn only half of CPR) Choice can also include method of interaction where possible, for example blogs vs simply swapping documents	Constructivist                   Developmental perspective
'Practice-informed': Teachers should base learning around real-life clinical situations/ materials	Knowledge of normal biological and disease processes is important in the understanding of clinical practice, however the paradigm shift between traditional undergraduate medical education in which students struggle to formulate and reason, as a result of minimal previous application of the information they have absorbed. Case-based learning, journals, standardised patients, and other practice-based learning activities, focus on the formal and informal construction of 'approach- and principle-based' practice, formulation and reasoning.	Constructivist (i.e. away from behaviourist)   Apprenticeship, Developmental and Nurturnace perspectives
Facilitator: Teachers will promote deeper learning by encouraging, supporting and structuring contacts between students	Facilitation as a concept moves away from the traditional view of teaching- i.e. transmission. Thus, by becoming a catalyst to the construction of knowledge, rather than an object of learning, both student and teacher can focus on the development of knowledge.	Constructivist (i.e. away from behaviourist)         Facilitation moves away from transmission, toward nurturing and developmental perspectives	(Anderson 2004, p274)

 

 

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Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning. . T. Anderson and F. Falloumi. Athabasca Athabasca University: 3-30.

Anderson, T. (2004). Teaching in an Online Learning Context. Theory and Practice of Online Learning

T. Anderson and F. Falloumi. Athabaca, University of Athabaca: 273-294.

Harden, R. and J. Crosby (2000). "The good teacher is more than a lecturer-the twelve roles of the teacher." Medical Teacher 22: 334-347.

Pratt, D., R. Arseneau, et al. (2001). "Reconsidering good teaching across the continuum of medical education." Journal of Continuing Education in the Health Professions 21: 70-81.

Reese, A. (1998) "Implications of results from cognitive science research for medical education." Medical Education Online Volume, DOI: http://www.med-ed-online.org/f0000010.htm