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What We Say and What We Do: Self-Reported Teaching Behavior versus Performances in Written Simulations among Medical School Faculty.
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Hartman, Sandee L.; Nelson, Marc S. – Academic Medicine, 1992
A study of 47 clinical medical faculty teaching behaviors had teachers report their teaching behaviors in four areas: interactive skills; knowledge or abilities important for students to develop; factors influencing curriculum development; and sources of pedagogical assistance. Subjects' written simulations on teaching techniques, curriculum…
Descriptors: Classroom Techniques, Comparative Analysis, Curriculum Design, Discussion (Teaching Technique)