Cadre de référence (12 roles)
1 - Teacher
Clinical setting (clinical teaching context) : Teaching ward rounds, ward-based tutorials, informal role of clinical apprentice, clinical practice-based, simulated situations
Educational strategies (for engaging learners) : Example: Reflective practitioner (process of clinical decision making - organisation and presentation of medical knowledge)
Instructional methods (The definition of instructional methods is “an educational approach for turning knowledge into learning.” Instructional methods are the “how to” in the delivery of training.) Examples : lecture, lecture with audiovisuals, lesson, demonstration, role-playing, case study, and discussion.
Educational objectives
2 - Role model (to examplify what should be learned)
Problème = Role modelling is a instructional method (teaching by example)
Standards of practice
Standards of conduct
Skills: Involves students; communicates effectively with students; facilitates the growth of the student
Knowledge: Know how to describe their approach to the clinical problem and its importance and the choices available (method)
Attitudes (soft-skills): Enthusiasm for teaching; caring personality
Attitude (soft-skills): enthusiasm for speciality; close doctor-patient relationaships;
Knowledge: View the patient as a whole
Skills: excellent clinical reasoning skills,
4 - Assessor (Expert examiner - tests developer, provide guidance on the choice of instrument, marking procedures and standard setting, contribute questions to a question bank)
3 - Facilitator (new role of teacher in APC)
Facilitator (of students' learning)
Mentor (off-line help by one person to another in making significant transition in knowledge, work or thinking)
Constructivist approach (knowledge is constructed in the mond of the student and is constantly evolving) - Student-centered view of learning
Leaning facilitator: Importance of methodological use of resources because of availability of information.
Relationship facilitator: : Supervisor role providing them with the opportunities for working in the clinical context, observing the student and giving feedback
Teaching facilitator : Problem-based learning/curriculum - Encourage and facilitate them to learn for themself using the problem as a focus for the learning. So the teacher facilitate this process. Important : ability to communicate with students and to create an atmosphere faciliting exchange of ideas.
Role : As a guide or counsellor, helps the learner grasp the wilder significance of whatever is happening.
Apprendice model: Mentor as a skilled craftsperson - who acts in a way the student learns by observing (sitting by Nellie)
Competency-based model: Mentor as trainer - who demonstrate and assists the student to achieve a set of competencies
Reflective practitioner model: Mentor as critical friend and co-enquirer - who promotes collaboration and partnership in the learning process
Curriculum Assessor: Assess the course and curriculum delivered in a systematic way (evaluating their effectiveness)
Student assessor : Knows how they must assess their students - Passing judgment on the student performance in summative and formative assessments (ensuring that assessment of students is valid, open, fair, and congruent with course objectives.)
In class
Board of examiners
Instrument and management control
5 - Planner
Curriculum planner : Design pédagogique (how to build a curriculum in a systematic way) (High level)
Course planner: Design pédagogique (how to build a course in a systematic way and related to Curriculum - Learning outcomes, choice of texts, activities, achievement assessment) (Low level)
6 - Ressource developer
Resource material creator: Within a problem-based learning approach and student-centered approach, they are activity builders, creators of new learning environments (instructional designers). The skills necessary are to select, adapt or produce materials.
Study guide producer : As a manager of students learning they -build- study guides that tell the student what they should learn - the expected learning outcomes for the course, how they might acquire the competency necessary - the learning opportunities available, and whether they have learned it - thestudents assessing their own competence
Role of teacher : More valuable for them is to identify the best resources available, to direct the students to these and guide the students' use of them in study guides prepared by the teacher
Role of Study Guides: Facilitate learning : 1. Assisting in the mangement of student learning; 2. Providing a focus for student activities relating to the learning; 3. Providing information on the subject or topic of study.