Teaching residents how to teach

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چکیده

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Teaching Residents How to Teach: A Scholarship of Teaching and Learning Certificate Program (STLC) for Pharmacy Residents

A December 2002 survey of member institutions by the American Association of Colleges of Pharmacy (AACP) found that 67 colleges had a total of 417 vacant teaching positions.1,2 The majority of these vacancies were for full-time positions (94.3%). Concurrently, nearly every US college of pharmacy is in some stage of expansion in response to the current shortage of practicing pharmacists. These e...

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Teaching Residents to Teach: The Impact of a Multi-Disciplinary Longitudinal Curriculum to Improve Teaching Skills.

BACKGROUND Residents have primary responsibility for teaching medical students, yet many receive no formal teaching instruction. This study evaluated the impact of a longitudinal multidisciplinary teaching curriculum on resident participants' self-perceived teaching skills. METHODS Residents received instruction on teaching and leadership skills during a four-month longitudinal teaching cours...

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How Do Humans Teach: On Curriculum Learning and Teaching Dimension

We study the empirical strategies that humans follow as they teach a target concept with a simple 1D threshold to a robot.1 Previous studies of computational teaching, particularly the teaching dimension model and the curriculum learning principle, offer contradictory predictions on what optimal strategy the teacher should follow in this teaching task. We show through behavioral studies that hu...

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How to Teach Difference Lists?

Lists are, on the one hand, a useful modeling construct in logic programming because of their not predefined length, on the other hand the concatenation of lists by append(L1,L2,L3) is rather inefficient because it copies the list L1. To avoid the invocation of the append/3-procedure an alternative possibility is the use of incomplete lists of the form [ el1, ... elk | Var], in which Var descri...

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ژورنال

عنوان ژورنال: Academic Medicine

سال: 1982

ISSN: 1040-2446

DOI: 10.1097/00001888-198205000-00002