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Diaries of evidence‐based tutors: beyond ‘numbers needed to teach’...
Author(s) -
Mrcgp Glyn Elwyn,
Rosenberg William,
Edwards Adrian,
Mcsp Wendy Chatham,
Jones Karen,
Matthews Sarah,
Frcr Fergus Macbeth
Publication year - 2000
Publication title -
journal of evaluation in clinical practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.737
H-Index - 73
eISSN - 1365-2753
pISSN - 1356-1294
DOI - 10.1046/j.1365-2753.2000.00222.x
Subject(s) - tutor , biostatistics , qualitative research , medical education , health care , psychology , mathematics education , reductionism , medicine , nursing , sociology , public health , epistemology , political science , social science , philosophy , law
Interprofessional evidence‐based health care courses have been held throughout the UK over the last few years, modelled on the approach used in McMaster University of using problem‐based facilitated small‐group formats to achieve the stated goals. Both delegates and tutors have been aware of the tensions which are inherent within these courses between: (a) the variation in learning cultures which is exhibited by the delegates and the effect this has on processes (i.e. the tension between the reductionist approach of bioscience and the more qualitative leanings of the applied and ‘caring’ disciplines); and (b) the conflict which arises between the goal of ‘learning’ applied healthcare biostatistics and the ability to leave the course with the skills to teach others. This qualitative study uses tutor‐kept diaries to understand some of the tensions apparent to the teaching faculty during a week‐long course in Wales, UK.