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| EDUCATION FORUM |
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| Year : 2009 | Volume
: 55
| Issue : 4 | Page : 278-283 |
Educating doctors in the clinical workplace: Unraveling the process of teaching and learning in the medical resident as teacher
JO Busari1, AER Arnold2
1 Department of Pediatrics, Atrium Medical Center, Henri Dunantstraat 5,6401 CX Heerlen, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, University of Maastricht, POB 616,6200 MD, Maastricht, Netherlands
2 Department of Cardiology, Medical Centrum Alkmaar, Wilhelminalaan 12,1815 JD, Alkmaar, Institute for Medical Education, Free University Medical Center, Van der Boechorststraat 7,1081 BT, Amsterdam, Netherlands
Correspondence Address:
J O Busari
Department of Pediatrics, Atrium Medical Center, Henri Dunantstraat 5,6401 CX Heerlen, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, University of Maastricht, POB 616,6200 MD, Maastricht
Netherlands
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/0022-3859.58935
In recent years, higher medical education has witnessed major changes in the structure and content of postgraduate medical training. Seven professional competencies have been described that address the medical doctors' ability to effectively communicate and transfer medical information, interact effectively and professionally, and demonstrate a good grasp of clinical knowledge and skills. Proficiency in didactic skills, however, is an important competency that has not received prominent attention. In the clinical setting, attending-physicians and medical residents are responsible for teaching. Consequently, several medical institutions have proposed the need for teacher training programs to improve the teaching skills of attending doctors and medical residents. The supporters of these programs believe that through teaching, medical doctors improve their individual professional and clinical problem-solving abilities. Hence, it is logical to assume that didactic skills' training would contribute to the professional development of doctors. In this paper, we re-examine the underlying theory of the didactic proficiency, how it relates to the clinical setting, and why it may be beneficial for the professional training of medical residents.
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