title: Good teaching is good teaching: A narrative review for effective medical educators.
abstract: Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area.
authors.affiliation: Master of Arts in Teaching Program, School of Education, Hamline University, Saint Paul, Minnesota.|Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota.
authors.forename: Anthony C
authors.initials: AC
authors.lastname: Berman
mesh_terms: D000715:Anatomy / Q000193:education; D004501:Education, Medical; D013663:Teaching / Q000379:methods*
keywords: anatomy teachers; characteristics of effective educators; effective teachers; good teaching; medical education; medical educators; student learning