Advising From a Preceptor's Perspective. Munson, PJ & Nasir, L. Notes the importance of the advisee-advisor relationship to students and their tendency to seek advice about career choices and personal matters. Recommends ways to tailor advice to the learning stage and background of the individual student. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Clinical Teaching Perception Inventory. Residents' Teaching Skills Web Site. The Clinical Teaching Perception Inventory measures your comfort with clinical teaching by comparing perceptions of your 'ideal clinical teacher' and your feelings about yourself as a clinical teacher. Studies have suggested that taking the CTPI will help you improve your teaching skills.

Creating the Optimal Learning Environment for the Adult Learner. Miser, WF. The four key interactions when teaching in a clinic setting are 1) teacher and student, 2) teacher and patient, 3) student and patient, and 4) teacher-student-patient and the environment in which the teaching takes place. This article addresses these two questions: how do we learn best as adults, and how can we create the optimal environment for learning to occur? From the Family Physician as Teacher series, Ohio Academy of Family Physicians.

Defining Preceptor, Mentor and Role Model. Ricer, RE. Preceptor, mentor, and role model are three of the most common terms used to describe interactions that family physicians may have with medical students. The tasks and responsibilities of each of these can be quite different; however, one family physician can be expected to fill all these roles at the same time or different roles at different times. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Teaching and Learning Styles in the Clinical Setting. Langlois, JP & Thach, S. Just as every clinician has a unique style of interacting with patients, every clinical teacher has a unique teaching style. In teaching, as in clinical medicine, there is no one right way; clinical teachers can adapt their styles to reflect the situations that arise. This article provides a simple assessment tool to help you recognize your preferred style(s) of interacting with learners and assess learners' preferences so you may more easily match teaching and learning styles. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Teaching Styles. Benzie, D. Clinicians use many unique teaching styles with the students and residents. Quirk describes four basic teaching styles that range on a continuum from teacher-centered/ assertive to student-centered/ facilitative. Students learn best when a variety of methods are used and respond best to more-facilitative and less-assertive teaching. The particular objectives you are trying to teach, the time available, and the student's level of training will influence the methods used. From the column 'For the Office-Based Teacher of Family Medicine' in Family Medicine.

Teaching Styles, Learning Styles. Southern New Hampshire Area Health Education Center. Designed to help clinical educators recognize their preferred styles of interacting with learners and help them match their teaching techniques to students' needs and preferences. Discusses the principles of adult learning and reviews how different styles promote assessment and teaching of knowledge, attitudes and skills. Includes tools and strategies learning and teaching style assessment. Word document.