@article{JPHE4522,
author = {Mohamed H. Ahmed},
title = {Are good attributes of medical teachers more important than the learning style: a glimpse into the future of medical education and learning},
journal = {Journal of Public Health and Emergency},
volume = {2},
number = {5},
year = {2018},
keywords = {},
abstract = {Teachers in medical school have the golden opportunities to shape and change the future of medical discoveries, by inspiring new generation of medical doctors for research, education, and clinical trials. For some medical students, they can determine the choice of their medical subspecialty. A good teaching of best quality will be delivered when there is deep understanding of different educational learning theories that influence leaning. It is expected that medical education will focus on: integration of information between basics sciences and clinical sciences, changing learning structure and learning in community and remote settings, authentic curriculum (adding social and behavioural sciences) and students and student engagement. The concept of students; engagement with curriculum was endorsed by the General Medical Council (GMC) in 2011 and the Association for Medical Education in Europe (AMEE) in 2015. The four key principles that can be applied by medical teachers in their day to day teaching are based on the feedback, activity, individualisation, and relevance. Importantly, feedback provides basis for correcting mistakes, clarifying goals, and reinforcing good practices. The activity meant to indicate that student is actively involving in learning. Individualisation meant to be learning experiences that matches the need of individual student. The relevance of the materials taught (clinical, basic sciences and social and behavioural sciences, communication skills, professionalism and evidence-based medicine). Therefore, the role of the teachers may be more important than the leaning style, especially in medicine and in particular academic medicine. In this review, I will explain why the adoption of theories of learning style may decrease the potential of doctors to explore other beneficial options that add more diversity and success to their career and be part of the academic medicine. It is possible that the attributes of our good medical teachers can influence our progress in our medical career rather than the learning style.},
issn = {2520-0054}, url = {https://jphe.amegroups.org/article/view/4522}
}