THE SECOND Conference on Undergraduate Teaching in Dermatology is symptomatic of the national trend in medical education toward self-study and critical appraisal of teaching programs. As a consequence, faculty members are increasingly aware of and interested in the educational process, ie, the sum total of all factors which influence learning by students. It is not appropriate to discuss in detail the principles of designing an educational program which facilitates the educational process. Instead, I will briefly describe four major barriers to the creation of an effective educational program. They share one common element, the failure to distinguish adequately teaching from learning.
Your printed program illustrates the first of these barriers: nowhere is the student mentioned. Yet, sound educational planning, whether it be for a single conference, a series of lectures, or an entire course, begins with an adequate understanding of those characteristics of the student which have a significant bearing
SANAZARO PJ. Problems of Teaching Programs: Four Barriers Between Teaching and Learning. Arch Dermatol. 1966;93(5):512–514. doi:10.1001/archderm.1966.01600230016005
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