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The Good and Effective Teacher as Perceived by Pediatric Residents and by Faculty

R. I. Hilliard, MD, MEd, FRCPC
Am J Dis Child. 1990;144(10):1106-1110. doi:10.1001/archpedi.1990.02150340050022.
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During the past 10 years, there has been considerable pressure to improve the quality of medical education and the quality of our teaching and learning in university medical programs. There has been a great increase in medical knowledge and in medical technology with higher expectations of students, both undergraduate and postgraduate. There are higher expectations for the physician in areas of personal qualities, such as physicianpatient communication and understanding the psychosocial aspects of illness. In 1984, a major report was prepared for the Association of Medical Colleges—Physicians for the Twenty-First Century,1 which dealt with a number of issues involving undergraduate medical education. Rather than simply acquiring factual knowledge, medical students need to acquire the following professional skills of a physician: problem solving and critical thinking, independent self-directed learning, and communication skills. At the same time, the report also recommended that faculty development programs be established to help faculty

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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