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Four Barriers Between Teaching and Learning

PAUL J. SANAZARO, MD

Arch Dermatol. 1966;93(5):512-514.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

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 . . . [Full Text PDF of this Article]

Author Affiliations
EVANSTON, ILL

From the Division of Education, Association of American Medical Colleges, Evanston, Ill.

Footnotes
Read before the Second Conference on Undergraduate Teaching in Dermatology of the Association of Professors of Dermatology, Chicago, April 30-May 2, 1965.

Reprint requests to Division of Education, Association of American Medical Colleges, Evanston, Ill 60201.

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