Good teachers: substainable models

Abstract

Dr Azer (February 2005, JRSM1) lists the qualities of a good teacher but is less persuasive on how these can be developed and sustained. In the UK, for example, teaching is just one of seven duties of a doctor. Other duties are to provide good clinical care, maintain good working relationships with patients and colleagues and maintain high standards of probity.2 What if one duty conflicts with another—for example, what if you are called to a patient or to a team meeting in the middle of a tutorial? There are no right or wrong answers but there is much to be said for involving patients in the education of medical students. This can reduce the workload for ourselves. In one study, students who had been taught pelvic examination by specially trained laywomen showed better skills than students taught in the conventional way.3 Similarly, patients trained in arthritis education can teach musculoskeletal examination skills.4 Perhaps more importantly, such patient-educators can encourage medical students to realize the impact of chronic arthritis on daily life.4 Colleagues from other disciplines can also be recruited, to increase the resources and support available, though time is needed to surmount the traditional barriers and provide an integrated programme.5