Title: Identifying oneself as a teacher: the perceptions of preceptors
Abstract: Medical EducationVolume 36, Issue 2 p. 180-185 Identifying oneself as a teacher: the perceptions of preceptors Sarah Stone, Sarah Stone University of Massachusetts Medical Center, Worcester, Massachusetts, USA,Search for more papers by this authorBeth Ellers, Beth Ellers University of New England College of Osteopathic Medicine, Bidde ford, Maine, USA,Search for more papers by this authorDeborah Holmes, Deborah Holmes Dartmouth-Hitchcock Medical Center, Lebanon, New Hampshire, USA,Search for more papers by this authorRosemary Orgren, Rosemary Orgren Dartmouth Medical School, Lebanon, New Hampshire, USA,Search for more papers by this authorDonna Qualters, Donna Qualters Northeastern University, Boston, USA,Search for more papers by this authorJanet Thompson, Janet Thompson Independent authorSearch for more papers by this author Sarah Stone, Sarah Stone University of Massachusetts Medical Center, Worcester, Massachusetts, USA,Search for more papers by this authorBeth Ellers, Beth Ellers University of New England College of Osteopathic Medicine, Bidde ford, Maine, USA,Search for more papers by this authorDeborah Holmes, Deborah Holmes Dartmouth-Hitchcock Medical Center, Lebanon, New Hampshire, USA,Search for more papers by this authorRosemary Orgren, Rosemary Orgren Dartmouth Medical School, Lebanon, New Hampshire, USA,Search for more papers by this authorDonna Qualters, Donna Qualters Northeastern University, Boston, USA,Search for more papers by this authorJanet Thompson, Janet Thompson Independent authorSearch for more papers by this author First published: 06 February 2002 https://doi.org/10.1046/j.1365-2923.2002.01064.xCitations: 47 Donna M Qualters, Northeastern University, 225 Hayden Hall, Boston, MA 02115, USA Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Abstract Introduction Attracting and retaining qualified medical educators will be a continuing challenge as physicians feel more pressure to produce clinical revenue. With this paper we hope to begin to identify how clinical teachers, judged as excellent by their peers, establish their professional identity as physician and teacher. Method This qualitative study examines the views of 10 clinical teachers to identify the characteristics excellent preceptors attribute to their teaching identity. Results This study revealed four themes that influence faculty teaching identity: underlying humanitarianism, familiarity with adult learning principles, understanding of the benefits and drawbacks of teaching, and the image of self as teacher. Conclusion Using the findings from this study, suggestions are given to faculty developers for activities to increase physician identity as teacher. Citing Literature Volume36, Issue2February 2002Pages 180-185 RelatedInformation
Publication Year: 2002
Publication Date: 2002-02-01
Language: en
Type: article
Indexed In: ['crossref', 'pubmed']
Access and Citation
Cited By Count: 89
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot