Mentoring experience and its effects on medical interns.

Introduction: Effective mentoring helps interns in the early stages of their medical career to reach personal and professional goals. This study investigated the mentoring experience of Korean interns during medical internship and evaluated mentoring effects to facilitate the development of future mentoring programmes.

Methods: Participants were interns being trained at Chonnam National University Hospital, South Korea, in 2011.

Advance organizers in a gross anatomy dissection course and their effects on academic achievement.

We presented two kinds of advance organizers (AOs), video clips and prosection, for a gross anatomy dissection course and compared their effects on academic achievement and student perception of the learning experience. In total, 141 students at Chonnam National University Medical School were randomly assigned to two groups: Group 1 (n = 70) was provided with video clips AO, whereas Group 2 (n = 71) was provided with prosection AO, the use of cadaveric specimens dissected by the course instructor. Student self-assessment scores regarding the learning objectives of upper limb anatomy improved significantly in both groups.

Aligning teaching practices with an understanding of quality teaching: a faculty development agenda.

Background: To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development.

Aim: The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching.

Method: A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, "My Ideal Teacher" and "Myself as a Teacher.

Residents' and faculty's beliefs about the ideal clinical teacher.

Background And Objectives: The objective of this study was to examine how residents and faculty in family medicine compare in their beliefs about ideal clinical teaching.

Methods: We studied 205 residents and 148 faculty in family medicine who completed the Clinical Teaching Perception Inventory (CTPI) online between April 2001 and July 2008. The participants ranked 28 single-word descriptors that characterized clinical teachers along a 7-point-scale ranging from "least like my ideal teacher" to "most like my ideal teacher.

On whose shoulders we stand: lessons from Exemplar medical educators.

The hiring of educators in medical schools (faculty who study the educational process and prepare others to become educators) has been one of the most successful educational innovations ever. Starting in 1954, through a collaboration between the Schools of Medicine and Education at the University of Buffalo, the innovation has spread to over half of the medical schools in the United States and to medical schools in several other countries. Practically every medical school and specialty now hires educators to conduct faculty development, evaluate learners, and develop or revise curricula.

The on-line Clinical Teaching Perception Inventory: a "snapshot" of medical teachers.

Background And Objectives: Medical educators need practical and accurate instruments for evaluating clinical teaching. Our purpose was to develop norms for the Clinical Teaching Perception Inventory (CTPI) on a multidisciplinary group of North American faculty and resident teachers.

Methods: A no-cost, on-line inventory (www.

A pilot randomized, controlled trial of a longitudinal residents-as-teachers curriculum.

Purpose: To determine whether a longitudinal residents-as-teachers curriculum improves generalist residents' teaching skills.

Method: From May 2001 to February 2002, 23 second-year generalist residents in four residencies affiliated with the University of California, Irvine, College of Medicine, completed a randomized, controlled trial of a longitudinal residents-as-teachers program. Thirteen intervention residents underwent a 13-hour curriculum during one-hour noon conferences twice monthly for six months, practicing teaching skills and receiving checklist-guided feedback.

Reach out and teach someone: generalist residents' needs for teaching skills development.

Background And Objectives: Family practice residents and students receive substantial teaching from senior residents. Yet, we lack data about residents' needs for teaching skills development, particularly in generalist training. This multicenter, interdisciplinary study describes the learning needs of generalist residents for becoming more effective teachers.