Teaching physicians about teaching: An experiential workshop

Richard Tiberius, Ivan Silver, Sandford Fleming, Brian Hoffman, Lome Cappe

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Teaching improvement workshops are most effective when they engage teachers actively in practice teaching, particularly when the teaching situation is similar to the actual one to which the teachers will return. Teachers, however, often find such involvement threatening. In this paper we describe a 3 h workshop which succeeds in overcoming teachers' reluctance to participate in situations that are relevant to their real teaching problems, students, and subject matter. The most exciting outcome, in our view, was teachers' increased sensitivity to the limitations of their teaching approach and their increased awareness of the role of their concept of teaching in shaping their teaching strategies. Weaknesses of the workshop include its dependence on the skills of a group director, the tendency of the group to seek a single right answer instead of exploring alternatives and the usual danger of role rigidity which troubles all role enactment procedures.

Original languageEnglish
Pages (from-to)23-31
Number of pages9
JournalMedical Teacher
Volume12
Issue number1
DOIs
StatePublished - Jan 1 1990
Externally publishedYes

Fingerprint

Teaching
physician
Physicians
Education
teacher
teaching situation
rigidity
teaching strategy
teaching practice
director
Group
Students
student

ASJC Scopus subject areas

  • Medicine(all)
  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Tiberius, R., Silver, I., Fleming, S., Hoffman, B., & Cappe, L. (1990). Teaching physicians about teaching: An experiential workshop. Medical Teacher, 12(1), 23-31. https://doi.org/10.3109/01421599009010558

Teaching physicians about teaching : An experiential workshop. / Tiberius, Richard; Silver, Ivan; Fleming, Sandford; Hoffman, Brian; Cappe, Lome.

In: Medical Teacher, Vol. 12, No. 1, 01.01.1990, p. 23-31.

Research output: Contribution to journalArticle

Tiberius, R, Silver, I, Fleming, S, Hoffman, B & Cappe, L 1990, 'Teaching physicians about teaching: An experiential workshop', Medical Teacher, vol. 12, no. 1, pp. 23-31. https://doi.org/10.3109/01421599009010558
Tiberius R, Silver I, Fleming S, Hoffman B, Cappe L. Teaching physicians about teaching: An experiential workshop. Medical Teacher. 1990 Jan 1;12(1):23-31. https://doi.org/10.3109/01421599009010558
Tiberius, Richard ; Silver, Ivan ; Fleming, Sandford ; Hoffman, Brian ; Cappe, Lome. / Teaching physicians about teaching : An experiential workshop. In: Medical Teacher. 1990 ; Vol. 12, No. 1. pp. 23-31.
@article{057c3b4384624ed89dc3039b72674c56,
title = "Teaching physicians about teaching: An experiential workshop",
abstract = "Teaching improvement workshops are most effective when they engage teachers actively in practice teaching, particularly when the teaching situation is similar to the actual one to which the teachers will return. Teachers, however, often find such involvement threatening. In this paper we describe a 3 h workshop which succeeds in overcoming teachers' reluctance to participate in situations that are relevant to their real teaching problems, students, and subject matter. The most exciting outcome, in our view, was teachers' increased sensitivity to the limitations of their teaching approach and their increased awareness of the role of their concept of teaching in shaping their teaching strategies. Weaknesses of the workshop include its dependence on the skills of a group director, the tendency of the group to seek a single right answer instead of exploring alternatives and the usual danger of role rigidity which troubles all role enactment procedures.",
author = "Richard Tiberius and Ivan Silver and Sandford Fleming and Brian Hoffman and Lome Cappe",
year = "1990",
month = "1",
day = "1",
doi = "10.3109/01421599009010558",
language = "English",
volume = "12",
pages = "23--31",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Informa Healthcare",
number = "1",

}

TY - JOUR

T1 - Teaching physicians about teaching

T2 - An experiential workshop

AU - Tiberius, Richard

AU - Silver, Ivan

AU - Fleming, Sandford

AU - Hoffman, Brian

AU - Cappe, Lome

PY - 1990/1/1

Y1 - 1990/1/1

N2 - Teaching improvement workshops are most effective when they engage teachers actively in practice teaching, particularly when the teaching situation is similar to the actual one to which the teachers will return. Teachers, however, often find such involvement threatening. In this paper we describe a 3 h workshop which succeeds in overcoming teachers' reluctance to participate in situations that are relevant to their real teaching problems, students, and subject matter. The most exciting outcome, in our view, was teachers' increased sensitivity to the limitations of their teaching approach and their increased awareness of the role of their concept of teaching in shaping their teaching strategies. Weaknesses of the workshop include its dependence on the skills of a group director, the tendency of the group to seek a single right answer instead of exploring alternatives and the usual danger of role rigidity which troubles all role enactment procedures.

AB - Teaching improvement workshops are most effective when they engage teachers actively in practice teaching, particularly when the teaching situation is similar to the actual one to which the teachers will return. Teachers, however, often find such involvement threatening. In this paper we describe a 3 h workshop which succeeds in overcoming teachers' reluctance to participate in situations that are relevant to their real teaching problems, students, and subject matter. The most exciting outcome, in our view, was teachers' increased sensitivity to the limitations of their teaching approach and their increased awareness of the role of their concept of teaching in shaping their teaching strategies. Weaknesses of the workshop include its dependence on the skills of a group director, the tendency of the group to seek a single right answer instead of exploring alternatives and the usual danger of role rigidity which troubles all role enactment procedures.

UR - http://www.scopus.com/inward/record.url?scp=0024986856&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0024986856&partnerID=8YFLogxK

U2 - 10.3109/01421599009010558

DO - 10.3109/01421599009010558

M3 - Article

C2 - 2233178

AN - SCOPUS:0024986856

VL - 12

SP - 23

EP - 31

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 1

ER -