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FAIRness and clinical teaching

Chan, P. (2013) FAIRness and clinical teaching. Medical Teacher, 35 (9). pp. 779-781. ISSN 0142-159X. (doi:10.3109/0142159X.2013.799639) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:78327)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided.
Official URL:
https://doi.org/10.3109/0142159X.2013.799639

Abstract

Reflection on my long experience in medical student education has led me to conclude that the standard model of the clinical placement is not fit for purpose. The encounters between teacher and student are generally brief, superficial, and teacher-centred. Assessment of student progress is a particular problem. The model has come under pressure from increasing numbers of medical students on each placement and shorter placements. I have proposed a new model of the clinical placement, emphasising generic skills over specialist knowledge, based on Harden's principles of Feedback, Activity, Relevance and Individualisation (FAIRness). The model's cardinal feature is review of students' own work to accurately assess their progress and to give meaningful and regular feedback. Every student receives individual feedback, as well as exploring common problems in whole class sessions, where students can compare their standard to others' work. This model emphasises improvement over time, rather than snapshots of student ability. © 2013 Informa UK Ltd. All rights reserved: reproduction in whole or part not permitted.

Item Type: Article
DOI/Identification number: 10.3109/0142159X.2013.799639
Uncontrolled keywords: educational model, feedback system, human, medical education, procedures, professional competence, standards, teaching, article, medical education, methodology, standard, teaching, Education, Medical, Feedback, Humans, Models, Educational, Professional Competence, Teaching, Education, Medical, Feedback, Humans, Models, Educational, Professional Competence, Teaching
Divisions: Divisions > Division of Natural Sciences > Kent and Medway Medical School
Depositing User: Philip Chan
Date Deposited: 07 Nov 2019 14:17 UTC
Last Modified: 14 Dec 2023 04:14 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/78327 (The current URI for this page, for reference purposes)

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