Getting Started as a Medical Teacher of Change
Biomedical scientists, along with clinical practitioners, have critical roles in training health-care students in the scientific basis of medicine and in the research progress to combat disease. Exciting educational opportunities exist for future biomedical science faculty members: new schools require more pre-clinical and clinical teachers, new educational methods provide team-teaching opportunities, and new ideas for research may spring from teaching in a clinical context. Even so, potential challenges face recruitment of future faculty. Health care and research funding challenges are impacting training programs and reducing the attraction of careers in academic medicine. Research training in molecular sciences makes spectacular progress yet often widens the gap between the reductionist lab and the integrative nature of clinical medicine. New methods of health-science teaching that blends knowledge and application into different formats improves clinician training yet makes it more difficult to integrate biomedical graduate students into professional curriculum courses. New educational approaches require scientists and clinicians alike to be trained to teach in different ways from how they learned. This series of webcast seminars will address different approaches to facing some of these opportunities and challenges and will include sessions on developing and improving observational skills in small group teaching sessions and preceptorships, giving and receiving feedback, and descriptions of specific university and organizational programs that assist graduate students in developing teaching skills for health-science courses and integrative programs.
Medical school teaching is a skill that is very often learned on the job. The faculty comprised of researchers and clinicians are expert in many biomedical disciplines, but familiarity with learning theories and pedagogy are usually not included in their knowledge and skill sets. The standards set by accrediting agencies coupled with faculty attrition rates requires efforts to focus on novice educators early in the process.
DMU faculty and staff.
The session will include a number of topics that can be used to start junior faculty on the correct path to becoming effective medical educators. Each topic will cover resources and tools to make the first teaching encounters positive experiences for the teacher and the learners.
Some of the topics to be covered are:
- Identifying a mentor
- Becoming familiar with the goals and objectives of the institution
- Learning about the institutions teaching resources
- Striving to become engaged in the course
- Selecting a pedagogy that fits the learner and you
Richard Feinberg, PhD
Dr. Richard Feinberg is the Assistant Dean for Basic Science Education and Faculty Development at Rutgers New Jersey Medical School in Newark, New Jersey. Dr. Feinberg provides faculty development through the use of seminars, webinars and workshops. He also works one-on-one with the faculty. He was elected into the Master Educators’ Guild at New Jersey Medical School in 2006 and has received four Golden Apple Awards for his teaching. He has given lectures in cell biology and histology, created podcasts, flipped the classroom, and facilitated small groups in a doctoring course.
He has been a member of IAMSE for more than 10 years and has attended nine annual meetings. He served on the program committee for two of them.
- 1.00 CE Contact Hour(s)