Teacher or educational scholar? they aren't the same.
Teacher or educational scholar? they aren't the same.
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DOI：
10.1016/j.jacr.2003.11.005
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发表时间：
2004-02-01
期刊：
影响因子：
--
通讯作者：
Collins, Jannette
中科院分区：
文献类型：
--
作者：
Collins, Jannette
由于医疗环境的巨大变化，教学任务对放射学未来的重要性得到了越来越多的认识。大多数学术放射科部门都有新一代的“临床教育工作者”。为了定义临床医生教育者的角色，必须清楚地了解教学和教育学术之间的差异。要使教学被视为学术，它必须是公开的，易于接受批判性审查，并且可供其他学者交流和使用；除非教学具有所有这三个特征，否则它不能被视为学术。医学院可以通过定义奖励教学工作的途径和标准来保留最好的教师。大学、医学院、学术医疗中心和专业组织是促进教育奖学金所需的基础设施的重要组成部分。他们提供了一个由教育学者组成的社区，他们可以分享、协作和交流工作，并促进教育科学的发展。
As a result of dramatic changes in the health care environment, the importance of the teaching mission to the future of radiology is gaining greater recognition. A new breed of "clinician educators" has a presence in most academic radiology departments. A clear understanding of the differences between teaching and educational scholarship is necessary for the purpose of defining the role of the clinician educator. For teaching to be considered scholarship, it must be public, susceptible to critical review, and accessible for exchange and use by other scholars; unless teaching has all three of these characteristics, it cannot be considered scholarship. Medical schools can improve the retention of their best teachers by defining tracks and criteria for rewarding teaching efforts. Universities, medical schools, academic medical centers, and professional organizations are vital components of the infrastructure needed to promote educational scholarship. They provide a community of education scholars who share, collaborate, and exchange work and promote the science of education.