Notice that this text is addressed to teachers of MEDICAL SCHOOL.

In my opinion, the text suits every one willing to be a great teacher.

What do you say?

Before reading this article, take a moment to reflect on your own experiences in your education. Who were the worst and best teachers you ever had? What were the characteristics that separated the mediocre or bad teachers from those that were outstanding? Write down these characteristics. How does your own teaching reflect these traits? As a teacher, what characteristics would you like to have?

Numerous studies have investigated the distinguishing characteristics of the worst and best teachers. Through the years, the results have been strikingly similar no matter the level of learner (student, resident or faculty), the specialty (family medicine, pediatrics, internal medicine, OB/GYN or general surgery), or the setting (ambulatory or inpatient).

The intent of this article is to review those characteristics. As you read these, compare your list with those reported in these studies.

2. The worst teachers lack good teaching skills. They have limited knowledge and lack self-confidence. Their presentations are unorganized and boring. It is obvious that they just do not like to teach. I remember one nephrologist who, because of his research accomplishments, was given the task of teaching his specialty to second-year medical students. He made it quite clear that he would rather be in his research lab than in the lecture hall, and his teaching reflected this. His presentations were so boring that by the end of the series, the only student attending his lecture was the official note taker. The sad part is that this teacher did not even care!

3. The worst teachers lack skills in providing feedback. They readily correct errors in front of others in a belittling manner while failing to recognize extra effort. They use feedback not for improvement, but as a form of judgment. Even worse, they give no feedback at all to the learner.

4. The worst teachers are inaccessible. They are always too busy for the learner. They rarely make an appearance to the learner, and then rush through presentations and the teaching sessions. When needed, they are never around.

1. The best teachers are enthusiastic and stimulating. It is easy to see that these teachers actually enjoy teaching. They are dynamic and have interesting styles of presentation. They stimulate intellectual curiosity and encourage and motivate learners to self-directed learning. They encourage active participation of the learner, and establish a positive learning environment.

2. The best teachers are organized. They present material in a clear and organized manner. They make difficult concepts easy to understand. They clearly communicate to the student what is expected to be learned. They include material that is interesting, practical, relevant, accurate, in depth and up-to-date. Rather than dwell on the esoteric, they emphasize what is important.

3. The best teachers are clinically competent. They are good role models as clinicians. They demonstrate skill in providing quality patient care. They work effectively with other members of the healthcare team. They have great interpersonal skills in working with patients and families.

4. The best teachers work hard at developing a good, positive relationship with the learner. They have a genuine interest in learner and are aware of their needs and problems. They are available and willing to help. They provide fair and constructive criticism without belittling the learner. It is enjoyable to be in their presence.

How did your list compare with those reported in the literature? How does your teaching reflect those qualities that define the best clinical teachers? Do not despair if you do not have all of the listed qualities of outstanding teachers. These qualities are, fortunately, ones that can easily be learned and mastered.

If you are a good clinician who enjoys teaching, has good interpersonal skills and respects learners, you are well on your way to being among the best clinical teachers.

Take another moment to list those areas in which you wish to improve. As you work on these areas, seek feedback from your learners on your progress.

For further reading in this area, I would recommend the following four articles:

1. Skeff KM: Enhancing teaching effectiveness and vitality in the ambulatory setting.

2. Hilliard RI: The good and effective teacher as perceived by pediatric residents and by faculty.

3. Irby DM, Ramsey PG, Gillmore GM, Schaad D: Characteristics of effective clinical teachers of ambulatory care medicine.

4. Irby DM: What clinical teachers in medicine need to know.