Prioritizing Clinical Teaching Excellence: A Hidden Curriculum Problem

被引：7

作者：

Fantaye, Arone Wondwossen ^{[1
]}

Gnyra, Catherine ^{[1
]}

Lochnan, Heather ^{[1
,2
,3
]}

Wiesenfeld, Lorne ^{[1
,4
,5
]}

Hendry, Paul ^{[1
,6
]}

Whiting, Sharon ^{[1
,7
,8
]}

Kitto, Simon ^{[1
,2
,9
]}

机构：

[1] Univ Ottawa, Fac Med, Ottawa, ON, Canada

[2] Univ Ottawa, Off Continuing Profess Dev, Ottawa, ON, Canada

[3] Univ Ottawa, Dept Med, Ottawa, ON, Canada

[4] Univ Ottawa, Postgrad Med Educ, Ottawa, ON, Canada

[5] Univ Ottawa, Dept Emergency Med, Ottawa, ON, Canada

[6] Univ Ottawa Heart Inst, Ottawa, ON, Canada

[7] Univ Ottawa, Off Fac Affairs, Ottawa, ON, Canada

[8] Childrens Hosp Eastern Ontario, Ottawa, ON, Canada

[9] Univ Ottawa, Dept Innovat Med Educ, Ottawa, ON, Canada

来源：

JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS | 2022年 / 42卷 / 03期

关键词：

clinical teacher; clinical teaching excellence; priority; support; culture; hidden curriculum; faculty development; recognition; reward; needs assessment; knowledge translation; MEDICAL-EDUCATION; ACADEMIC MEDICINE; ORGANIZATIONAL CULTURE; FACULTY-DEVELOPMENT; PROMOTION; CHALLENGES; SCHOOL; RECOGNITION; PERCEPTIONS; PROGRESS;

D O I：

10.1097/CEH.0000000000000442

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

[No abstract available]

引用

页码：204 / 210

页数：7

共 84 条