From: What makes a good clinical student and teacher? An exploratory study
Characteristics of a good clinical student | Characteristics of a good clinical teacher |
---|---|
Teachers | Teachers |
Participates in learning/good attendance – 10 | Act as positive role models - 10 |
Proactive – 5 | Develops relationship with students - 6 |
Enthusiastic – 8 | Respects students - 5 |
Mature/confident/not afraid to ask for help – 8 | Cares about students - 4 |
Knowledgeable/skills competence – 7 | Promotes students’ participation in communities of practice - 6 |
Communication skills – 6 | Makes time to teach -5 |
Takes responsibility for learning/independent – 5 | Provides one-to-one teaching - 4 |
Does not let exam pressures interfere with performance on attachment −5 | Interested and committed to teaching - 5 |
Caring of patients/genuine – 4 | Provides feedback - 5 |
Sense of vocation – 3 | Relevant to curricular stage - 2 |
Team player – 3 | |
Able to recognize position in hierarchy - 1 | |
Should conform to norms of dress – 7 | |
Avoid jeans, earings/piercings, bare midrifts/sexualized appearance | |
Should become fluent in language of medicine/bilingual in being able to adjust language when talking to patients – 7 | |
Students | Students |
Participates in learning/good attendance – 3 | Act as positive role models – all 3 groups |
Proactive – 3 | Develops relationships with students - 3 |
Enthusiastic – 3 | Enthusiastic/appears to enjoy teaching/confident - 3 |
Knowledgeable – 3 | Knowledgeable/technically competent - 3 |
Able to take risks in a safe environment – 3 | Makes time to teach - 3 |
Offer peer support – 3 | Provides relevant learning experiences - 2 |
is promoted by shared experience and seen as an investment in the future | Promotes students’ abilities to take risks in safe environments - 2 |
Confident – 2 | Supportive - 3 |
Aware of limitations – 2 | Encouraging- 3 |
Team player – 2 | Treat students with respect - 3 |
Able to take criticism – 2 | Provide honest constructive feedback - 3 |
Should conform to norms of dress – 3 | Provides feedback consistent with curricular stage - 2 |
Students aware of overt pressure to conform to norms of dress – 3 | Genuine with patients, students and colleagues - 3 |
Avoid casual dress, piercings, sexualized appearance – 3 | Good interpersonal skills - 2 |
Promotes identification as medical student – 2 | Team player - 3 |
Taken more seriously by ward staff −2 | Avoids humiliating students - 3 |
Can hide behind clothes/make oneself look older – 2 | Has developed teaching skills - 2 |
Can become less conformative as move up hierarchy – 2 | Appears to have a true vocation - 2 |
Changing clothes is a method of switching off – 2 | Ability to listen - 2 |
Should become fluent in language of medicine/bilingual in being able to adjust language when talking to patients – 3 | Sense of humour - 1 |
Junior doctors and other Health Care Professionals as role models and mentors | |
Teachers | Students |
It is important for students to develop relationships with junior doctors who can act as role models and mentors – 5 | Junior doctors are able to empathise more with students - 3 |
Students identify with junior doctors more easily – 4 | Can be more welcoming |
It is important for students to develop relationships with other health care professionals – 5 | More approachable |
Helps students learn about teamwork | More able to form relationships with students |
Other Health Care professionals can be effective teachers and mentors - 2 | |
Nurses provide mentoring for developing practical skills | |
Useful source of practical knowledge | |
Important to develop relationships with HCPs to facilitate teaching | |
Recognition of importance of establishing relationships to facilitate learning | |
HCP, especially nurse teaching helps boost confidence and makes student feel part of team |