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Teaching & Learning Tips 1: Teaching perspectives – an introduction
Author(s) -
Rana Jasmine,
Burgin Susan
Publication year - 2017
Publication title -
international journal of dermatology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.677
H-Index - 93
eISSN - 1365-4632
pISSN - 0011-9059
DOI - 10.1111/ijd.13751
Subject(s) - unpacking , plan (archaeology) , teaching method , teaching and learning center , medicine , medical education , cognitive load , cognition , mathematics education , psychology , philosophy , linguistics , archaeology , psychiatry , history
Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This “Teaching & Learning Tips” series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert‐derived or data‐driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical “how to” guide format for common teaching scenarios in dermatology, such as lecturing, case‐based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn?