title: The teaching matrix: a tool for organizing teaching and promoting professional growth.
abstract: Despite barriers of limited time and lack of formal preparation for teaching, physician-teachers want to do a good job in the classroom. However, without appropriate feedback or self-reflection, physician-teachers have no systematic way to think about their role both in what students learn and in how well they understand important information. With this in mind, the authors developed a model, the Teaching Matrix, designed to encourage clinician-teachers to reflect on their teaching before, during, and after each teaching session. The Matrix helps teachers to address five central questions: Who am I teaching? What am I teaching? How will I teach it? How will I know if the students "got it"? And how will I improve my teaching for the next time? In this paper, the authors describe how the Teaching Matrix may be used as a tool for planning actions, as a "suggestion box" of ideas, advice, and questions, and, most importantly, as a guide to systematic reflection on teaching.
authors.affiliation: Department of Ambulatory Care and Prevention, Harvard Medical School, Boston, MA 02215, USA. afeins@warren.med.harvard.edu
authors.forename: A
authors.initials: A
authors.lastname: Feins
authors.forename: M A
authors.initials: MA
authors.lastname: Waterman
authors.forename: A S
authors.initials: AS
authors.lastname: Peters
authors.forename: M
authors.initials: M
authors.lastname: Kim
mesh_terms: D004504:Education, Medical, Undergraduate; D017145:Models, Educational; D013663:Teaching / Q000379:methods*