The ABCs of pedagogy for clinical teachers.
BACKGROUND
Clinical teachers rarely receive formal instruction in the basic concepts and principles of education. It is usually assumed that expertise as a practitioner will translate into effectiveness as a teacher.


OBJECTIVE
To identify the important concepts and pedagogic principles, which, if known and understood by clinical practitioners, might enhance their teaching prowess and success.


METHODS
We developed a long list of potentially important concepts identified in the education literature. We then conducted a 3-round Delphi expert opinion-soliciting process to identify which of the concepts were of most importance to clinical teachers.


RESULTS
Thirteen of the 14 panel members successfully completed the process and achieved 94% reliability in rating the potential importance of the concepts on the e-mailed ratings list.


CONCLUSIONS
We have identified a limited list of core pedagogic concepts, knowledge of which may enhance the success of clinical teachers.
McLeod
Peter J
PJ
Centre for Medical Education, McGill University, Montreal, Quebec, Canada. peter.mcleod@muhc.mcgill.ca
Steinert
Yvonne
Y
Meagher
Tim
T
McLeod
Audrey
A
D003479:Curriculum; D003697:Delphi Technique; D004501:Education, Medical / Q000379:methods*; D005180:Faculty, Medical / Q000592:standards*; D006801:Humans; D013663:Teaching / Q000379:methods