Table 2 Principles of scholarship of teaching and learning on department level at a teaching hospital
Information | Reflection | Communication | Conception | |
|---|---|---|---|---|
Clinical department chairs | Being informed on pedagogic techniques that facilitate workplace learning | Why conducting education at this department? How do the students’ results impact the health care today and tomorrow? | Include education results in follow-up reports and management discussions Negotiate with course directors | See clinical teaching as capacity building and as an activity promoting health care quality See student learning as a guarantor of future competence |
Course directors at medical school | Being informed on laws and regulations of resource allocation and actual educational costs | Who are the consumers of the results of education? What really matters to them? How can we use the available resources to maximise learning outcome? | Report own results at local and national meetings Negotiate with clinical department chairs | See clinical teaching and learning as an essential activity of high quality health care See student–patient meetings as the outpost of student learning |