当初入职时，培训教学的主管问我有没有教学的经历，对说有教学培训的证书。在做博后时，当时的学校为了博后们能找到教职，专门举办了一个教学的教程，俺当时参加了这个教程并得到了一个证书，也为简历增加一个亮点，但是俺对教学的认识其实很肤浅。

前三年主管一年级一个板块的教学，每个新学期带一个二年级小组，负责病例的讨论教学，很快便发现教学这个饭碗不好混。主讲教学板块的病例，一位专科医生听讲后，连连称赞讲得精彩，而学生们并不买账，反馈评语里说什么的都有，如何提升一年级的医学生临床思维确实是个大学问，好在第三年系主任给我的反馈评语，对我的教学水平是认可的。

美国的医学院有一个非常好的机制，有一个主管专门负责教学培训，如果某个Faculty教学出问题，他会负责反馈培训指导，直到问题解决为止。以下是，每周的教学通讯，以帮助Faculty提高教学水平。

今年夏天，负责督导病史和体检的培训，说实话很不好混，当时Fail掉两个学生，这里有双方的打分，一边来自病人，另一边来自Faculty，其中某个细节不到位就有可能fail，比如其中一位被病人评为不够体贴，某个体检细节不合格而遭fail，另一位被我发现某个细节不规范而遭fail。说实话，美国的医学院教育极为严苛，入学的挑选还是很重要的，否则的话，即便录取也很难毕业的。

每个学期要带一个七八人的小组，病例讨论学习，要让每个学生充分发挥主观能动性，从如何与病人互动，采集病史，到给出检查诊疗意见，最难的是让学生去体会Evidence based practice，而不是古板的照搬课本和大部头的参考书如Harrison’s，这是一个很大的挑战。

医学院每年都要对各个板块教学进行反馈改进，改革整个教程，俺今年提得意见就是如何提高evidence based practice的教学，美国的医学院教育的改进，革新，提高是常态，可以说是不断进取，真的是很struggle。

对比我在国内的经历，如果没有国外的先进经验借鉴，国内的医学院教育的差距还是很大的。

GreetingsMed Ed Connoisseur,

Learner-CenteredTeaching: Good Places to Begin

…here's some generalrecommendations: start slowly (for example, don't add 14 learner-centeredstrategies to a mostly lecture course); try simple, reasonably straightforwardactivities first; and define success before implementing the activity.  Asfor those "good places" to begin, try:

The Learning Question — If you want students to be more focused onlearning, then you need to start asking them questions about their learning:"What are you learning ...?"  

"What have you beenlearning in biology this week?"  

"What did you learnfor the test that you'll still remember when I see you next semester?" and

"What did you learnabout test preparation that you need to remember?"

The Exam Review Session — Teachers don't need to review thematerial; students do!  So, plan a review session in which students aredoing the reviewing.  Have them work individually or in groups to answerthe ultimate review session question: "What's going to be on theexam?"  Assign students to prepare the study guides on the reading materialor task them with generating possible test questions that are then completed byothers in the class.  In other words, students should be working wayharder than the teacher during the review session.

Before and After Class Previews and Reviews —  Here are a fewideas for facilitating that kind of learning:

1) Ask students toreview notes with another person at the beginning or end of class and identifythree important points.  

2) Assign three studentsto tweet a summary of the day's lesson.

3) Give students bonuspoints, brownie points, or a high five from the class if they offer a minutereview of essential content.

Assignment Options — Take an assignment and redesign it so that itincludes several (not too many) options;  perhaps different topic choicesor different format possibilities.  Let students choose how they willcomplete the assignment but not without justifying their choice in terms of howit relates to them as learners.  Or, let students determine the relativeweight of two assignments with specified ranges.  Quizzes may count 10,15, or 20 percent of the amount of the final grade determined by quiz and examscores.  Maybe you could have participation count for a variable amount. When students make these choices, they should confront and explain thereason why.  Why would you want quizzes to count more or less?

Five features that make teaching learner-centered: It is teaching that:

1) engages students inthe hard, messy work of learning;

2) includes explicitskill instruction;

3) encourages studentsto reflect on what and how they are learning;

4) motivates students bygiving them some control over learning processes; and

5) encourages studentsand teachers to learn from and with each other.

These activities are first steps that move teaching and learning in thesedirections and are part of a longer list that appears in the recently releasedsecond edition of my Learner-Centered Teaching book (pp.234-235) available from Jossey-Bass.

By Maryellen Weimer, PhD

Source:http://www.facultyfocus.com/articles/teaching-professor-blog/learner-centered-teaching-good-places-to-begin/?utm_source=cheetah&utm_medium=email&utm_campaign=2013.05.15%20-%20Faculty%20Focus%20Update