A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

26
Key aspects of
teaching and
learning in
medicine and
dentistry
Adam Feather and Heather Fry
AIMS, SCOPE AND INTRODUCTION
The intention of this chapter is to elucidate some distinctive aspects of teaching and
learning in medicine and dentistry for the relatively inexperienced teacher, in the context
of first qualification education in British-style university medical/dental systems.
There is also mention of teaching and learning in post-registration training. This chapter
builds on matters considered in earlier generic chapters. Readers are especially invited
to refer to the chapters on student learning, assessment, lecturing, small group teaching,
e-learning and nursing.
Our general orientation is that teaching is carried out primarily to help bring about
learning. Feedback is vital to learning, be it oral or written and from teachers, peers or
patients. Self-evaluation and recognition of the need, and acquisition of the skills, to be
a lifelong learner are also essential. Teaching and curriculum organisation should each
create fruitful learning and assessment opportunities directed towards the production of
a competent healthcare professional. These themes underpin much discussion in this
chapter. We describe and comment on current practice as well as pointing to likely
teaching, learning and assessment changes of the near future. This chapter focuses on:
• the curriculum and policy context in which undergraduate education takes place in
the UK;
• problem-based learning (PBL);
• patient-centred teaching and learning;
• skills and simulation;
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