Designing faculty development: lessons learnt from a qualitative interpretivist study exploring students’ expectations and experiences of clinical teaching

摘要

BackgroundClinical teaching plays a crucial role in the transition of medical students into the world of professional practice. Faculty development initiatives contribute to strengthening clinicians’ approach to teaching. In order to inform the design of such initiatives, we thought that it would be useful to discover how senior medical students’ experience of clinical teaching may impact on how learning during clinical training might be strengthened.