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Getting Started as a Medical Teacher in Times of Change

Descriptive

TypeOfResource
Text
TitleInfo
Title
Getting Started as a Medical Teacher in Times of Change
Name (type = personal)
NamePart (type = family)
Feinberg
NamePart (type = given)
Richard N.
Affiliation
Office of Education (New Jersey Medical School, NJMS), Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Koltz
NamePart (type = given)
Elizabeth F.
Affiliation
Office of Education (New Jersey Medical School, NJMS), Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (authority = RutgersOrg-School); (type = corporate)
NamePart
New Jersey Medical School (NJMS)
Name (authority = RutgersOrg-Department); (type = corporate)
NamePart
Office of Education (New Jersey Medical School, NJMS)
Genre (authority = RULIB-FS)
Article, Refereed
Genre (authority = NISO JAV)
Accepted Manuscript (AM)
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2014
Publisher
Springer
Abstract (type = Abstract)
Medical school teaching is a skill that is very often learned on the job. The faculty comprised of researchers and clinicians are expert in many biomedical disciplines, but familiarity with learning theories and pedagogy are usually not included in their knowledge and skill sets. The pressure to see patients and acquire extramural funding leaves little time for faculty to learn how to teach. When coupled with the natural attrition of senior faculty it is necessary to start junior faculty on the correct path to being effective medical educators who are capable of lecturing and facilitating. Institutions cannot afford to have medical educators learn through trial and error. The standards set by the Liaison Committee on Medical Education (LCME) are also creating an urgency to produce competent teachers as quickly as possible. Novice teachers need to be able to use these standards to align their teaching with goals, objectives and the appropriate pedagogy. This article is designed to be a self-directed guide describing some essentials that a newly hired faculty member can quickly use to get started. An institutional faculty development program can then serve to build upon and enrich the experience for the new faculty member.
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
PhysicalDescription
InternetMediaType
application/pdf
Extent
9 p.
Subject (authority = local)
Topic
Faculty development
Subject (authority = local)
Topic
New faculty member
Subject (authority = local)
Topic
Novice medical teacher
Subject (authority = LCSH)
Topic
Medical teaching personnel
Subject (authority = local)
Topic
Changes in medical education
Subject (authority = LCSH)
Topic
Medicine--Study and teaching
Extension
DescriptiveEvent
Type
Citation
AssociatedObject
Name
Medical Science Educator
Type
Journal
Relationship
Has part
Reference (type = digital)
http://dx.doi.org/doi:10.1007/s40670-014-0098-y
Detail
1-6
DateTime (encoding = w3cdtf)
2014
Note (type = version identification)
This is the authors' accepted manuscript of the article. The final publication is available at Springer via http://dx.doi.org/doi:10.1007/s40670-014-0098-y.
Note (type = peerReview)
Peer reviewed
RelatedItem (type = host)
TitleInfo
Title
Koltz, Elizabeth F.
Identifier (type = local)
rucore30156100001
RelatedItem (type = host)
TitleInfo
Title
Feinberg, Richard N.
Identifier (type = local)
rucore30155900001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3SJ1JWD
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Rights

RightsHolder (type = corporate)
Name
Springer
Role
Copyright holder
RightsDeclaration (AUTHORITY = FS); (ID = rulibRdec0004)
Copyright for scholarly resources published in RUcore is retained by the copyright holder. By virtue of its appearance in this open access medium, you are free to use this resource, with proper attribution, in educational and other non-commercial settings. Other uses, such as reproduction or republication, may require the permission of the copyright holder.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsEvent
Type
Permission or license
AssociatedObject
Type
License
Name
Multiple author license v. 1
Detail
I hereby grant to Rutgers, The State University of New Jersey (Rutgers) the non-exclusive right to retain, reproduce, and distribute the deposited work (Work) in whole or in part, in and from its electronic format, without fee. This agreement does not represent a transfer of copyright to Rutgers.Rutgers may make and keep more than one copy of the Work for purposes of security, backup, preservation, and access and may migrate the Work to any medium or format for the purpose of preservation and access in the future. Rutgers will not make any alteration, other than as allowed by this agreement, to the Work.I represent and warrant to Rutgers that the Work is my original work. I also represent that the Work does not, to the best of my knowledge, infringe or violate any rights of others.I further represent and warrant that I have obtained all necessary rights to permit Rutgers to reproduce and distribute the Work and that any third-party owned content is clearly identified and acknowledged within the Work.By granting this license, I acknowledge that I have read and agreed to the terms of this agreement and all related RUcore and Rutgers policies.
RightsEvent
Type
Embargo
DateTime (encoding = w3cdtf); (point = end); (qualifier = exact); (keyDate = no)
2015-12-11
DateTime (encoding = w3cdtf); (point = start); (qualifier = exact); (keyDate = no)
2014-12-11
Detail
Access to this PDF has been restricted in compliance with the journal publisher's policy. It will be publicly available after December 11, 2015.
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
Document
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