International Journal of Osteopathic Medicine, 2008/06, 11(2):52-55. doi: 10.1016/j.ijosm.2008.02.001, type of study: ,art,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Full text    (https://www.sciencedirect.com/science/article/pii/S1746068908000242)

Keywords:

osteopathic medicine [2108]
medical education [684]
research [483]
osteopathic teacher [2]
article [2634]

Abstract:

Current educational healthcare practice expresses curriculum content in conceptual themes which include attributes required by competent professionals. These together with the demands of statutory and voluntary osteopathic regulators provide a challenge to osteopathic teachers on account of the various models employed in the delivery of osteopathic education. There is an expectation that, in addition to being a competent osteopathic practitioner, the osteopathic teacher has to demonstrate professional and educational expertise, together with a self-awareness of their personal limitations. They have to be a role model and mentor to students, as well as being able to make professional judgements about students' performance. Furthermore, the osteopathic teacher is expected to know what they should be teaching and what students are required to learn.