Structured Portfolio of My Teaching Activities Essay

Professionalism and the ability to gain respect in the community in which you live is of utmost importance as you embark upon a career as a physician. What three professional qualities do you feel a Student Doctor must be able to demonstrate as he/or she makes the transition into the study and practice of medicine. How will you demonstrate those qualities as a medical student at VCOM?

Review your role, responsibilities and boundaries as a teacher in terms of the teaching/ training cycle.

Before the Flexnor report there seem to be a big chunk of missing components when teaching in the medical field. It seemed that there was major emphasis on scientific knowledge and not enough on practical skills, clinical thinking and most of all bed side manners such as development of one’s character, compassion and integrity. When Mr. Flexnor

I find the M Delta curriculum adopted by UConn School of Medicine as an intriguing method to teach medicine. The group based learning

Passion, knowledge of our duties, responsibility, and preparation are the key factors on which teachers should focus their teaching; these are the essential components that will permit teachers be ready for any situation and run a successful classroom. It is key to engage systematic reflection on our own teaching. Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in our role as teachers, and improved educational outcomes for all children. Teachers are encouraged to regularly evaluate

Moreover, the George Washington University School of Medicine and Health Sciences provides a unique teaching approach to students. Classrooms are executed using computers, recorded lectures, and the latest technology. The school recognizes what makes a successful medical student and effectively fills in the gaps between knowledge and

The Danielson framework for teaching is described by the Danielson group as “a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility” Each component defines a different aspects of its respective domain. Levels of teaching evaluation tools provide rubrics that describe each component and provide a tactic for improving teaching. The Danielson group also states that “the framework may be used as the foundation of a school or district’s mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.”

I have an internal motivation to improve my clinical and educational skills; I took the opportunity of being in the active learning environment of UBC to attend the Instructional Skills Workshop, a step which I consider one important turning point in this educational

It is with great interest that I submit this letter to be considered to be a member of the Clinical Observations course during the 2016-2017 school year. I am interested in taking this course because my ultimate goal is to become a physician. Through this course, I feel that I will gain knowledge that would otherwise be inaccessible to me, along with experiencing events that most high school and even college undergraduate students would not have access to. I have a passion for learning and health care, and I am sure this course would benefit me immensely.

To account for this, I will make sure that all field-specific terms are used correctly, but also easy to understand for those unfamiliar with it’s jargon. I believe that my research could be beneficial for those contemplating going into teaching as a career, as it will likely illuminate both positive and negative aspects of the job that they will need to consider. It may also provide insight that could help schools better communicate with their teachers to ensure that they are happy in their positions and can perform to the best of their

My interest in medicine developed after being diagnosed with Malaria few years ago after returning from Africa. My heart was full of panic as I have heard scary stories about malaria symptoms, but the doctors reassured me that I would get better. They tried their best to make sure I survived and recovered fully. The courageous display of the doctors during that period made me fall in love with medicine.

This essay is a critique of a qualitative study presented by Evelyn Byrne and Siobhan Smyth (2007) entitled: Lecturer’s experiences and perspectives of using an objective structured clinical examination (OSCE). I have critically evaluated the paper, utilising the structure of the critiquing tool(1). Upon careful analysis and review, I hope to consider the usefulness of the assessment into my clinical teaching practice, as well as incorporate any experiential knowledge I may have in relation to the assessment.

Clinical instructors are powerful role models for students and have significant influence on where, how, and with whom students choose to practice after graduation.2 Therefore, it the responsibility of the clinical instructor to provide instructional skills, organization, facilitation, implementation and evaluation of the learning experience according to student’s needs and level of performance within the scope of the student3. To provide effective education to students,

The aim of this appraisal is to analyse my learning in respect to my 100 day placement. To accomplish this, I will be reflecting on the skills and knowledge that I have acquired in my placement. I will reflect on the theories, methods and approaches and how I applied them to my practice. I have had a weekly supervision alternating between my Placement Educator (PE) and my Placement Supervisor (PS), both on cite. I will determine my understanding of practice supervisions and how they have assisted in developing my professional practice. In addition l will discuss what kind of organisation l am based at as well as the leadership style. I will briefly discuss the team and how it has impacted on my learning experience. Because of confidentiality the names will be anonymised.

My philosophy of education, which I wrote back in September, has remained relatively unaltered. The fundamentals of my philosophy have stuck, such as teaching responsibility and life skills, being approachable and creative as a teacher, and allowing the learning/teaching process to be interactive and beneficial to all. Throughout my portfolio, I continue to stress the importance of students taking notes and participating in lesson through discussion and other activities and assessments. These skills, which my cooperating teacher is trying to help students develop in his class, are essential for their survival in a high school environment and also useful in any work scenario when trying to learn a given amount of information. I was eager to make myself approachable with the students, which I expressed through my willingness to answer all questions and offer my assistance during any of their assessments or evaluations in the two months that I was there. They seemed very comfortable with me by the end of my stay, which made me feel very good about my ability to create a healthy classroom atmosphere in the future. Finally, I made my lessons as interactive as