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Your search keyword '"Bannister SL"' showing total 12 results
Start Over Author "Bannister SL" Journal pediatrics
12 results on '"Bannister SL"'

1. A Pediatrician, a Resident, and a Medical Student Walk Into a Clinic: The Role of Humor in Clinical Teaching.

Author

Dudas RA, Ryan MS, and Bannister SL

Subjects
Bullying, Humans, Pediatricians, Social Interaction, Social Skills, Education, Medical methods, Group Processes, Learning physiology, Wit and Humor as Topic psychology
Abstract

Competing Interests: POTENTIAL CONFLICT OF INTEREST: The authors have indicated they have no potential conflicts of interest to disclose.

Published
2021
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11. Oh, what you can see: the role of observation in medical student education.

Author

Hanson JL, Bannister SL, Clark A, and Raszka WV Jr

Subjects
Child, Clinical Clerkship, Clinical Competence, Curriculum, Education, Medical, Graduate, Feedback, Psychological, Humans, Medical History Taking methods, Physical Examination methods, Teaching, United States, Education, Medical, Faculty, Medical, Observation, Pediatrics education
Published
2010
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12. What makes a great clinical teacher in pediatrics? Lessons learned from the literature.

Author

Bannister SL, Raszka WV Jr, and Maloney CG

Subjects
Clinical Competence, Curriculum, Humans, Education, Medical, Continuing, Faculty, Medical, Pediatrics education
Abstract

Great clinical teachers occupy a unique and powerful role in the education of medical students. Their noncognitive and cognitive actions and behaviors influence future student behaviors and career choices and, most importantly, result in a future generation of physicians who are equipped to care for children. Although we continue to have difficulty defining the critical characteristics of a great clinical teacher, identifying such a teacher is easy: they are the ones to whom students and residents flock. If we return to a teacher we each remember as having made the clinical experience memorable and inspired us to work a little harder, it is the person, not necessarily the content, that we remember. Although some have advocated that great teaching is innate, many of the skills and strategies can, in fact, be learned and developed. Over the next several issues we will explore in greater detail the skills and strategies developed by COMSEP that can be quickly and efficiently assimilated into daily practice and help make a good clinical teacher great.

Published
2010
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