دانلود کتاب آموزش روانپزشکی به دانشجویان کارشناسی

We start this book with a discussion of ‘The Teacher’ and what that means in the context of medical education in general, and psychiatry specifically. For many, the traditional image of the teacher as an authority figure giving lectures at the front of the class persists, but in recent years there have been significant changes with regards to who delivers teaching, how this is done, and even what we are trying to achieve. Teaching is no longer delivered didactically by a handful of professors at the university, but more often by clinicians and trainees who contribute to education in addition to their clinical work. Indeed, ability to teach is a professional competency outlined in postgraduate training schemes and within General Medical Council (GMC) documents (Good Medical Practice, 2013). The role of ‘doctor as teacher’ takes many forms: formal roles at a university, informal teaching in clinics and wards, and contributions to assessment and curriculum development, to name a few (Harden and Crosby, 2000). Many medical educators don’t have medical backgrounds and bring distinct points of view, diversity, and specialist expertise to the role. We believe that everyone involved in medical education should understand and employ the qualities of ‘The Teacher’ that are explored in this chapter.