Clinical teachers: the good, the bad, and the ugly
Do you often feel neglected by your clinical teacher on the wards? And do you feel that attending a ward round at 8 am is too much to ask a medical student? Deborah White and coauthors offer a helping hand
Some of us wrote a couple of years ago about the good, the bad, and the ugly with respect to lecturers.1 We are a bit older now, hopefully a bit wiser, and have progressed from the lectures of the second year to the clinical teaching of the fourth year. Some of this teaching is great, well organised and enthusiastic, and taught by clinicians who are inspiring, approachable, and generous with their time. However, some of it is not.
Of course, there are many reasons why our clinical teachers are not always everything we, or they, would wish them to be. They have sick patients to look after, administrative tasks to tackle, continuous professional development and appraisals to undertake, not to mention the ward sister to appease.
Asking clinical teachers to self evaluate their teaching skills, therefore, might seem somewhat inflammatory. But formal assessment of teaching ability might not be many