title: The ABCs of pedagogy for clinical teachers.
abstract: 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.
authors.affiliation: Centre for Medical Education, McGill University, Montreal, Quebec, Canada. peter.mcleod@muhc.mcgill.ca
authors.forename: Peter J
authors.initials: PJ
authors.lastname: McLeod
authors.forename: Yvonne
authors.initials: Y
authors.lastname: Steinert
authors.forename: Tim
authors.initials: T
authors.lastname: Meagher
authors.forename: Audrey
authors.initials: A
authors.lastname: McLeod
mesh_terms: D003479:Curriculum; D003697:Delphi Technique; D004501:Education, Medical / Q000379:methods*; D005180:Faculty, Medical / Q000592:standards*; D006801:Humans; D013663:Teaching / Q000379:methods