149 The maturation of medical educators 5 Behaviour/related to student/evoking enthusiasm Behaviour/related to student/evoking enthusiasm/active, enthusiastic presentation Behaviour/related to student/evoking enthusiasm/conveying enthusiasm for your discipline Behaviour/related to student/evoking enthusiasm/evoking interest in student Behaviour/related to student/evoking enthusiasm/trying to transmit enthusiasm Behaviour/related to student/relating to student on an interpersonal level/behaving respectfully Behaviour/related to student/relating to student on an interpersonal level/being available to student, e.g. by e-mail Behaviour/related to student/relating to student on an interpersonal level/creating a nonjudgmental, safe atmosphere Behaviour/related to student/relating to student on an interpersonal level/relating to get him engaged Behaviour/related to student/stimulating self-directed learning/giving feedback about deficiencies to student Behaviour/related to student/stimulating self-directed learning/listening attentively to students’ questions Behaviour/related to student/stimulating self-directed learning/stimulating asking questions Behaviour/related to student/stimulating self-directed learning/stimulating self-directed learning Behaviour/related to student/stimulating self-directed learning/stimulating self-reflection Behaviour/related to task/innovating (of material, session, presentation) Behaviour/related to task/preparation (of material, session, presentation) Behaviour/related to task/presenting in an attractive way Behaviour/related to task/providing answers to students’ questions Behaviour/related to task/repeating Behaviour/related to task/simplifying, reducing redundant knowledge, focus on main issues Behaviour/related to task/structuring knowledge of discipline Behaviour/related to self/ setting the example Behaviour/related to self/giving it enough time and priority Behaviour/related to self/setting the example by showing the behaviour you expect from student Behaviour/related to self/spending time analysing how to be a better teacher Behaviour/related to self/telling the student when you don’t know something COMPETENCIES: fragments expressed as a potential for behaviour, which would not be directly observable. Competencies represent an integrated body of knowledge, skills and attitudes. E.g.: ‘Ability to…’ Competency/related to student/dealing with the group/ability to lead the interaction among students Competency/related to student/dealing with the group/balancing between goal- and relation orientation
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