You are here › StratOG › eLearning › Core training › The Obstetrician and Gynaecologist as a Teacher and Researcher › Teaching › Introduction to teaching ›

Introduction to teaching

Subscriptions:
UK prices shown, other nationalities may qualify for reduced prices. You must sign in to purchase tutorials. New user? Register here.

Educating others is a central role of the clinician. Hippocrates placed a doctor's role as a teacher before that of clinician in his oath to which all new medical graduates swear. The General Medical Council (GMC) in its publication The doctor as a teacher states that:

"All doctors have a professional obligation to contribute to the education and training of other doctors, medical students and non-medical healthcare professionals on the team."

Good medical practice sets out the principles and values on which good practice is founded and includes, as one of the duties of all doctors, a willingness to contribute to teaching of other doctors and students. It also makes clear that doctors involved in teaching "must develop the skills, attitudes and practices of a competent teacher".

This e-tutorial is, therefore, designed to assist you in meeting this professional 'obligation' to teach by providing an insight into the roles of a clinical teacher. It considers recent trends in medical education and provides guidance on how to develop approaches to teaching and learning to ensure that the teaching you provide is of good quality.

Learning objectives

When you have completed this tutorial you will:

  • be able to demonstrate an understanding of the roles of the clinical teacher
  • have an understanding of recent trends in medical education
  • discuss how these trends have influenced the delivery of teaching and learning
  • be equipped with the theory of how to develop good quality teaching sessions

Last updated: 16/07/10 (new page added on E-learning)

11/06/10 (tutorial was revised and updated by Gary Mires and Helen Saunders, who added new material to the sections on Power and authority in groups, Lectures and Teaching tools)

Image credits (left to right): Sasha Andrews/Wellcome Images; Live in View/Science Photo Library; Paul Rapson/Science Photo Library.

Access to this page does not expire.