Summary: Dr Neel Sharma discusses the balance between teaching style and the standardisation of teaching methodology. Description: Since graduating, my role has involved not only patient care but the delivery of curriculum gains to students and newly qualified junior doctors. This of course comes courtesy of the fact that all doctors have a responsibility to teach their peers and the next generation.

The problem I find is that no one really taught me how to teach. So my style is one of my own, evolved over time based on feedback received and student expectation. And to some extent, based on styles I preferred during my undergraduate days. Has this led to confidence in my approach? Unfortunately not. What transpired over the years was delivery of a form which flitted between combining the use of problem based learning or full on didactic spoon feeding. And as a result my students were either rightly or, as the case may be, wrongly disadvantaged.

The LKC School of Medicine is looking towards the use of ORIME, better known as the Observer, Reporter, Interpreter, Manager and Educator framework as the backbone for their teaching delivery (1).

By utilising this framework all components of clinical assessment as performed by students can be assessed and more importantly assessed appropriately. In addition it allows for educators like myself to have a handy reference point by which to complete on the spot in formal assessments.

It is clear that everyone has a style of their own when it comes to teaching but utilisation of ORIME can be a worthwhile way to ensure necessary standardisation to one’s methodology without disadvantaging their students.

References
1. Available from http://enewsletter.ntu.edu.sg/thelkcmedicine/issue%206/Pages/curriculum5.aspx