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Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical... more
Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical competence as the basis of an ethical practice. Ethical competence is a set of insights, skills, understandings, ways of thinking which can be taught. The parallel is drawn between these kinds of competencies and the components of rigorous thinking characteristic of the training and experience of medical problem-solvers. Finally the author takes up four common criticisms of this approach.
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In the next 10-15 years most of the major ethical dilemmas facing family physicians will grow more acute. This is not to imply that things are getting worse. On the contrary, it is the simultaneous growth of miraculous methods and... more
In the next 10-15 years most of the major ethical dilemmas facing family physicians will grow more acute. This is not to imply that things are getting worse. On the contrary, it is the simultaneous growth of miraculous methods and frightening risks that will make the dilemmas more acute. In the next 15-25 years, we will learn how to minimize the risks. Several major ethical dilemmas of medical practice are reviewed from this perspective. Finally, some issues are considered that do not fit this pattern and that have the potential to become a much greater challenge to humanity.
Research Interests: Human Rights, Medical Education, Life Style, Risk, Medical Ethics, and 12 morePreventive medicine, Risk assessment, Biomedical Technology, Genetic Engineering, Humans, Physicians, Immunization, Confidentiality, Public health systems and services research, Risk Assessment, Medical Records, and Delivery of Health Care
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Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical... more
Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical competence as the basis of an ethical practice. Ethical competence is a set of insights, skills, understandings, ways of thinking which can be taught. The parallel is drawn between these kinds of competencies and the components of rigorous thinking characteristic of the training and experience of medical problem-solvers. Finally the author takes up four common criticisms of this approach.
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We do not do feedback well, although we know it affects learning. Feedback has traditionally been considered unidirectional with the student expecting the teacher to give feedback (and tell them what they have done wrong). Dismayed at... more
We do not do feedback well, although we know it affects learning. Feedback has traditionally been considered unidirectional with the student expecting the teacher to give feedback (and tell them what they have done wrong). Dismayed at medical students’ low rating for feedback, despite high ratings for Child and Adolescent Health teaching overall, University of Sydney academics introduced a brief (30 min) feedback training workshop immediately before the paediatric rotation. The workshop aimed to broaden students’ understanding of the feedback process and improve their capacity to seek, recognise, evaluate and utilise feedback. Participation was initially voluntary, but the 11 students who volunteered in the first cohort reported more feedback seeking behaviours than their 19 peers so the workshop was implemented for all of cohort 2 (n = 58) and cohort 3 (n = 68). The workshop improved student satisfaction with end-of-term feedback significantly in participating students (P = 0.003),...
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In the next 10-15 years most of the major ethical dilemmas facing family physicians will grow more acute. This is not to imply that things are getting worse. On the contrary, it is the simultaneous growth of miraculous methods and... more
In the next 10-15 years most of the major ethical dilemmas facing family physicians will grow more acute. This is not to imply that things are getting worse. On the contrary, it is the simultaneous growth of miraculous methods and frightening risks that will make the dilemmas more acute. In the next 15-25 years, we will learn how to minimize the risks. Several major ethical dilemmas of medical practice are reviewed from this perspective. Finally, some issues are considered that do not fit this pattern and that have the potential to become a much greater challenge to humanity.
Research Interests: Human Rights, Medical Education, Life Style, Risk, Medical Ethics, and 12 morePreventive medicine, Risk assessment, Biomedical Technology, Genetic Engineering, Humans, Physicians, Immunization, Confidentiality, Public health systems and services research, Risk Assessment, Medical Records, and Delivery of Health Care
ED318690 - Small Group Teaching: A Trouble-Shooting Guide, Monograph Series/22.
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Training requirements in psychiatry residency programs have increased tremendously both in number and specificity in an ongoing effort to keep up with an expanding knowledgebase, changing patterns of healthcare delivery, and societal... more
Training requirements in psychiatry residency programs have increased tremendously both in number and specificity in an ongoing effort to keep up with an expanding knowledgebase, changing patterns of healthcare delivery, and societal mental health needs (18). ...
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Part 1 Group goals: goals are unclear goals are unattainable goals are unacceptable. Part 2 Group interaction: lack of interaction teacher dominates interaction students participate unequally. Part 3 Group motivation and emotion: students... more
Part 1 Group goals: goals are unclear goals are unattainable goals are unacceptable. Part 2 Group interaction: lack of interaction teacher dominates interaction students participate unequally. Part 3 Group motivation and emotion: students are tuned out teacher is tuned out students don't co-operate using outside help.
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This study examined the degree of acceptance of qualitative research by medical trainees and physicians, and explored the causes for any differences in their support of qualitative versus quantitative research. Thirty-two individuals at... more
This study examined the degree of acceptance of qualitative research by medical trainees and physicians, and explored the causes for any differences in their support of qualitative versus quantitative research. Thirty-two individuals at four levels of medical training were studied. Eight philosophers of science served for construct validation. After completing a questionnaire, participants were interviewed using a semi-structured procedure. Transcriptions of the interviews were coded for emergent themes. Coding consensus was achieved via iterative discussion. When asked to categorize 10 projects, participants on average ranked quantitative science projects as "more scientific" than those using qualitative methodologies. Although participants appeared largely unaware of the principles underlying qualitative methodologies, most expressed the belief that qualitative data was more biased and less objective than quantitative data. Prior qualitative research experience was the major predictor of acceptance of qualitative research. Participants' acceptance of interpretivistic or positivistic paradigms also influenced what type of science they felt was acceptable. Their level of training did not correlate with the acceptance of qualitative methodologies. On average, participants in our study favoured quantitative methodologies over qualitative methodologies. We postulate that this preference is due to their unawareness of the principles and paradigms underlying the methodologies.
Research Interests: Research Design, Qualitative methodology, Statistical Analysis, Science, Quantitative Research, and 14 moreQualitative Research, Coding, Interviews, Medical Students, Humans, Models, Construct Validity, Physicians, Attitudes, Medical Training, Qualitative Data, Scientific Research, Curriculum and Pedagogy, and Health Sciences Education
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The traditional remedies applied by medical schools to the perennial problem of teaching "caring competence" have been unsuccessful. Our purpose was to design and evaluate a simple and effective method for helping... more
The traditional remedies applied by medical schools to the perennial problem of teaching "caring competence" have been unsuccessful. Our purpose was to design and evaluate a simple and effective method for helping students maintain affective contact with their patients. Third-year medical students and pediatric residents were given the opportunity to talk informally with parents of medically ill children and reflect on the value of this experience for their learning. Trainees' opinions of the experience were measured with focus groups and a questionnaire. Trainees were delighted with the experience, particularly with the following aspects: the opportunity to hear a personally relevant story told in a sincere manner, the realization that they could have an authentic interaction "even" in a medical setting, and the usefulness of the information they derived from the conversation. We concluded that something unique to the conversational experience has educational value.
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To evaluate whether feedback to medical students could be improved by asking teachers to complete a student performance rating form during a family practice clerkship, the authors had students and teachers fill out a questionnaire.... more
To evaluate whether feedback to medical students could be improved by asking teachers to complete a student performance rating form during a family practice clerkship, the authors had students and teachers fill out a questionnaire. Teachers in the intervention group reported observing students more frequently. Students' perceptions of feedback frequency correlated strongly with their ratings of feedback quality.
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In the next 10-15 years most of the major ethical dilemmas facing family physicians will grow more acute. This is not to imply that things are getting worse. On the contrary, it is the simultaneous growth of miraculous methods and... more
In the next 10-15 years most of the major ethical dilemmas facing family physicians will grow more acute. This is not to imply that things are getting worse. On the contrary, it is the simultaneous growth of miraculous methods and frightening risks that will make the dilemmas more acute. In the next 15-25 years, we will learn how to minimize the risks. Several major ethical dilemmas of medical practice are reviewed from this perspective. Finally, some issues are considered that do not fit this pattern and that have the potential to become a much greater challenge to humanity.
Research Interests: Human Rights, Medical Education, Life Style, Risk, Medical Ethics, and 12 morePreventive medicine, Risk assessment, Biomedical Technology, Genetic Engineering, Humans, Physicians, Immunization, Confidentiality, Public health systems and services research, Risk Assessment, Medical Records, and Delivery of Health Care
To ensure uniform design and evaluation of a clerkship curriculum for child and adolescent psychiatry teaching common disorders and problems in an efficient manner across 5 teaching sites and to include structures for continuous... more
To ensure uniform design and evaluation of a clerkship curriculum for child and adolescent psychiatry teaching common disorders and problems in an efficient manner across 5 teaching sites and to include structures for continuous improvement. The curriculum committee selected for course inclusion disorders and problems of child psychiatry that were commonly encountered by primary care physicians. Instruction methods that encouraged active student learning were selected. Course coordination across sites was encouraged by several methods: involving faculty, adopting a centralized examination format, and aligning teaching methods with examination format. Quantitative and qualitative methods were used to measure students' perceptions of the course's value. These evaluative results were reviewed, and course modifications were implemented and reevaluated. The average adjusted student return rate for course evaluation questionnaires for the 3-year study period was 63%. Clerks' r...
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By some estimates, the teacher-learner relationship explains roughly half of the variance attributed to the effectiveness of teaching. Despite this, relationships largely have been ignored in the educational literature. This qualitative... more
By some estimates, the teacher-learner relationship explains roughly half of the variance attributed to the effectiveness of teaching. Despite this, relationships largely have been ignored in the educational literature. This qualitative pilot study sought to identify factors in the supervisor-resident relationship that hinder learning among University of Toronto psychiatry residents. Thirteen postgraduate-year residents in Years 2-5 and their supervisors were interviewed regarding interactions that either assisted or adversely affected learning. Qualitative analysis of the interview data led to the identification of 5 types of issues affecting the supervisory relationship: goals and individual differences, communication and feedback, power and rivalry, support and collegiality, and role modeling and expertise. Face validity was supported when typed anonymous written feedback obtained from annual supervisor evaluations also could be organized into the 5 categories. Recognition of the types of interpersonal interactions that assist or hinder learning may contribute to enhanced teaching effectiveness.
Research Interests: Psychiatry, Communication, Learning, Canada, Humans, and 12 moreProgram Development, Feedback, Data Collection, Graduate medical education, Mentors, Psychology of Power, Curriculum and Pedagogy, Pilot Projects, Training Program, internship and residency, interprofessional relations, and Pharmacology and pharmaceutical sciences
Page 1. Studies in Higher Education Volume 12, No. 3, 1987 287 A Comparison of Two Methods for Evaluating Teaching RICHARD G. TIBERIUS, H. DAVID SACKIN & LORIE CAPPE University of Toronto ABSTRACT This study ...
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Page 1. The normal conflicts that arise within teacher-learner interaction rarely cause open incivility, but they can generate powerful emotional tensions that can destroy the relationship if they are not detected and remedied early.... more
Page 1. The normal conflicts that arise within teacher-learner interaction rarely cause open incivility, but they can generate powerful emotional tensions that can destroy the relationship if they are not detected and remedied early. Incivility in Dyadic Teaching and Learning ...
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... The authors explain their results in terms of the social context of teaching and learning: Teaching and learning is a collaborative venture ... Group morale, cohesion, solidarity, and effective problem solving depend on the... more
... The authors explain their results in terms of the social context of teaching and learning: Teaching and learning is a collaborative venture ... Group morale, cohesion, solidarity, and effective problem solving depend on the achievement of a balance between instrumental (task ...
Research Interests: Teaching and Learning, Education, Higher Education, Learning and Teaching, Small group Processes, and 10 moreInteraction, Group Processes & Intergroup Relations, Group Dynamics, Classroom Management, Cooperation, Cooperative Learning, Learning theories, Social Context, Feedback, and Social Influences
Page 1. Mynad social arrangements can be crcatcd that work toward rather than against coopcratiun, t$ective communication, and security in teaching and learning. Effective Social Arrangements for Teaching and Learning lanet Mancini... more
Page 1. Mynad social arrangements can be crcatcd that work toward rather than against coopcratiun, t$ective communication, and security in teaching and learning. Effective Social Arrangements for Teaching and Learning lanet Mancini Billson, Richard G. Tiberius ...
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To ascertain medical students' perspectives on geriatrics. Interpretative phenomenological analysis. An allopathic, Liaison Committee on Medical Education-accredited, former Donald W. Reynolds Foundation grant recipient,... more
To ascertain medical students' perspectives on geriatrics. Interpretative phenomenological analysis. An allopathic, Liaison Committee on Medical Education-accredited, former Donald W. Reynolds Foundation grant recipient, U.S. medical school. Thirty fourth-year medical students who completed geriatric educational activities in all 4 years of medical school. Two researchers independently reviewed verbatim transcripts from five focus groups and identified themes using the constant comparative method. Seventeen themes that elaborate on students' perspectives on geriatrics were identified. Students reported not feeling appropriately engaged in geriatrics, despaired at the futility of care, were depressed by the decline and death of their patients, were frustrated by low reimbursement rates and low prestige despite fellowship training, were concerned about patients' unrealistic expectations and opportunities for litigation, felt unsure how to handle ethical dilemmas, and found communicating with older adults to be enjoyable but time consuming and challenging. They felt they had too much exposure to geriatrics in medical school. Current attitude scales fail to capture some of the dimensions uncovered in this study, whereas students did not mention other dimensions commonly included in attitude scales. Regarding curriculum development, students may find an integrated preclinical geriatric curriculum to be more relevant to their careers than a stand-alone curriculum. Clinical clerkships might be in a better position to emphasize the positive aspects of geriatrics and develop strategies to address students' negative attitudes.
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Several recent reviews of the literature have con-cluded that feedback from student evaluations can improve teaching performance [4, 7, 8]. The best results were obtained by studies that used a combination of several different feedback... more
Several recent reviews of the literature have con-cluded that feedback from student evaluations can improve teaching performance [4, 7, 8]. The best results were obtained by studies that used a combination of several different feedback procedures and edu-cational consultation. ...
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The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that... more
The beliefs that teachers hold about the appropriate roles and responsibilities of teachers shape the ways they teach and the ways they think about teaching. In this paper I describe four teaching roles based on a taxonomy that I've recently developed. Teachers who are guided primarily by the Content Expert Role view themselves as experts who serve as resources, like books or pictures. Teachers who are guided primarily by the Performance Role view themselves as agents who make learning happen by transmitting information or shaping students. Teachers guided primarily by the Interactive Role view themselves as guides who facilitate learning by interacting with learners. And teachers guided primarily by the Relational Role view themselves as engaged in relationships with learners for the purpose of helping them. Using examples taken from the health sciences I explain how each of the four teaching roles might succeed or fail depending upon the position that it occupies within a teaching-learning system. When teaching is viewed as part of a system, not as something a teacher does to a learner, teachers are successful if their particular contribution to the system is essential to the learning system. I also describe the process whereby teachers expand their belief system to include more roles. Such changes in belief systems are major shifts that qualify as "perspective transformations". Perspective transformations take place slowly and are typically attended by strong emotions. I end this paper with advice to teachers regarding ways they can harmonize with the educational system or face the challenge of perspective transformation.
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Page 1. Morals and Medical Education Review of The Powers that Make us Human, edited by Kenneth Vaux. Urbana and Chicago: University of Illinois Press, 1985. Reviewed by: RICHARD G. TIBERIUS and REYNOLD JM GOLD University of Toronto,... more
Page 1. Morals and Medical Education Review of The Powers that Make us Human, edited by Kenneth Vaux. Urbana and Chicago: University of Illinois Press, 1985. Reviewed by: RICHARD G. TIBERIUS and REYNOLD JM GOLD University of Toronto, Toronto, Ontario ...
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... Metaphors Underlying the Improvement of Teaching and Learning Richard G Tiberius Dr Richard Tiberius is an associate professor with the Division of Studies in Medical Education, Faculty of Medicine, University of Toronto. ...
This study examines the issues influencing psychiatrists' decisions to provide care to the under-served geriatric population.... more
This study examines the issues influencing psychiatrists' decisions to provide care to the under-served geriatric population. Community-based psychiatrists who see geriatric patients participated in focus group discussions exploring factors that influence the characteristics of their current practices. Personal themes, environmental issues and quality of residency training emerged as important factors interacting in eventual practice choice. Major influences within training programs included teachers, diverse patient exposure and high-quality essential skills teaching. Residency program curricula might capitalize on these to better prepare residents and enhance the likelihood of graduates eventually choosing to incorporate geriatric patients into their practices.
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Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical... more
Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical competence as the basis of an ethical practice. Ethical competence is a set of insights, skills, understandings, ways of thinking which can be taught. The parallel is drawn between these kinds of competencies and the components of rigorous thinking characteristic of the training and experience of medical problem-solvers. Finally the author takes up four common criticisms of this approach.
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283 Chapter XXVI ePortfolios in Graduate Medical Education Jorge G. Ruiz University of Miami, VA GRECC, and Stein Gerontological Institute, USA Maria H. van Zuilen University of Miami, USA Alan Katz University of Miami, USA Marcos Milanez... more
283 Chapter XXVI ePortfolios in Graduate Medical Education Jorge G. Ruiz University of Miami, VA GRECC, and Stein Gerontological Institute, USA Maria H. van Zuilen University of Miami, USA Alan Katz University of Miami, USA Marcos Milanez University of Miami, USA ...
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This was a structured telephone survey with qualitative grounded-theory analysis. Participants were current Canadian emergency medicine teaching faculty who have won awards, been promoted, or received persistent excellent evaluations... more
This was a structured telephone survey with qualitative grounded-theory analysis. Participants were current Canadian emergency medicine teaching faculty who have won awards, been promoted, or received persistent excellent evaluations according to their ED teaching. ...
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The traditional remedies applied by medical schools to the perennial problem of teaching "caring competence" have been unsuccessful. Our purpose was to design and evaluate a simple and effective method for helping... more
The traditional remedies applied by medical schools to the perennial problem of teaching "caring competence" have been unsuccessful. Our purpose was to design and evaluate a simple and effective method for helping students maintain affective contact with their patients. Third-year medical students and pediatric residents were given the opportunity to talk informally with parents of medically ill children and reflect on the value of this experience for their learning. Trainees' opinions of the experience were measured with focus groups and a questionnaire. Trainees were delighted with the experience, particularly with the following aspects: the opportunity to hear a personally relevant story told in a sincere manner, the realization that they could have an authentic interaction "even" in a medical setting, and the usefulness of the information they derived from the conversation. We concluded that something unique to the conversational experience has educational value.
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Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our... more
Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. ... Skip Navigation Links Home > October ...
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No abstract available. (C) 1996 Association of American Medical Colleges.