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As a student or house officer, were you a victim of "platform chicanery"? Were your teachers "pedantic bores," "charlatans," or "old goats"? How might Whitman's exposition of these subjects affect medical faculty today?
Novelty and utility distinguish creative teachers, says Whitman, who challenges faculty to explore their own creativity. This seasoned teacher entertains as he writes briefly on such pertinent topics as "anecdotes," "bad teaching," "sharks," and "wait times." His alphabetical ordering and extensive cross-referencing encourage browsing. For example, if you select "New Mexico" or "Harvard's New Pathway," you are invited next to explore "learning objectives," "feedback," or "evaluation." By
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Creative Medical Teaching. Ann Intern Med. 1991;115:162. doi: 10.7326/0003-4819-115-2-162_1
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Published: Ann Intern Med. 1991;115(2):162.
Copyright © 2017 American College of Physicians. All Rights Reserved.
Print ISSN: 0003-4819 | Online ISSN: 1539-3704
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