Abstract
The professionalization of clinical teaching is a priority for the modern practitioner working in the NHS and this book is written for the general clinician rather than academic educators, which makes it a useful addition to the field. Guidance issued by the General Medical Council in Good Medical Practice 2001 (currently being revised) highlights the duty of doctors with clinical teaching or training responsibilities to develop the skills, attitudes and practices of a competent teacher. The book under review is an excellent vehicle for even the most experienced of clinicians to refine their skills as well as reflect on them and become an effective clinical teacher.
Although written with the medic in mind, the generic themes highlighted translate across a range of clinical contexts appropriate to all members of the multidisciplinary team. The clearly defined chapters, which are of a concise and easily readable length, are a collation of articles published in a monthly series by the British Journal of Hospital Medicine and are supported by an open-access extensive e-learning package (http://www.faculty.londondeanery.ac.uk). Each chapter follows a similar format, providing cohesion and structure while leading the reader smoothly through the book from beginning to end. Alternatively, one can dip in and focus on a particular area of interest, relevance or weakness with the key learning points summarized at the end of each chapter. Academic references and the online modules allow further exploration of each topic.
Professors McKimm and Swanwick have no doubt endeavoured to ensure that their book meets a wide range of clinicians’ needs and it is clear that they have succeeded. They allow the reader the freedom to explore various aspects of clinical teaching including curriculum and course design, personal and small-group teaching, feedback techniques and careers support. They effectively describe how to provide meaningful feedback to students in both formal and informal situations, outlining important ‘dos and don’ts’ and identifying common barriers that must be overcome in order to become an effective clinical teacher. Following this guidance, teachers should be able to develop the clinical competence of the learner while building a climate of confidence and trust that will facilitate a secure teaching and learning partnership for the future.
Speaking from the perspective of a senior clinical medical student, this book outlines teaching structures that will not only improve the way in which students are taught but will prove to be a time-effective tool for the clinicians that teach them. With these more focused and effective techniques it is not only the students that will benefit but ultimately the patients themselves. At £19.99, this straightforward quick-reference book is ideal for any busy clinician who finds themselves with a few minutes spare to refresh their knowledge on how to maximize their effectiveness as a teacher.