Developing your teaching skills. What is good medical teaching and how can junior doctors enhance their skills?
As set out in the Guidance for Junior Doctors, there is no ideal formula for good teaching. Effective learning happens when: teachers are enthusiastic and supportivestudents are engaged in doing rather than listeningteaching is based around patients and cases, not diseasesteaching links basic scientific knowledge, and helps students apply it to clinical contextsstudents can interact with the teacher and the learning materials To help you enhance your skills below are details of: the TIPS courses; e-learning modules from the London Deanery; details of the UCL TiME Conferences; and information on Training to Teach. Other teaching resources are listed on the appropriate pages. Driscoll (by Borton) Reflective Practice - Definitions. Using Peer Learning Support Networks and Reflective Practice: The Arkansas Leadership Academy Master Principal Program.
Reflective practice. Reflective practice is the capacity to reflect on action so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively.
This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. History and background An Error Occurred Setting Your User Cookie. Beginning Reflective Practice - Melanie Jasper. In the looking glass: reflection on past experience as a key to the... Professional Learning Plan. As a pre-service teacher, it is important to critically reflect upon our teaching practice.
Crucially, this reflection should go beyond mere strengths and weakness to consider the most important outcomes, those of student learning. In considering my future professional learning needs I have evaluated areas of my teaching that I can actively seek improvement to achieve improved learning outcomes for students. Ingvarson (2002) suggests that “professional development should involve teachers in the identification of what they need to learn and in the development of the learning experiences in which they will be involved” (in Marsh, 2008, p293). Bortonsmodelofreflection.