What It Takes to Become an MCT
Being a Master Clinical Teacher at Vanderbilt is a big deal. There are nineteen Master Clinical Teachers (MCTs), with at least one representing each of the core clinical rotations. Becoming an MCT is very selective and a great honor. Our MCTs must be chosen and approved by both their primary department and the Vanderbilt University School of Medicine. They are chosen based on their strong clinical skills, interest in medical student education, and their recognized bedside teaching expertise.
Prime Directive: Direct observation of students’ clinical performance at the patient’s bedside and provision of immediate and meaningful feedback.
- MCTs provide coaching by competency domain to support longitudinal improvement in student performance across the Foundations of Clinical Care (FCC) phase of Vanderbilt’s medical curriculum (second year for traditional path students).
- MCT observations are critical to the “educational handover” in which each student progress is monitored and the student given feedback multiple times per academic year about their performance (similar to tracking a patient’s progress).
- This competency-based approach shifts role of MCT from judging student performance based upon level of training to documenting observed levels of competence in real-life situations.
- MCTs evaluate multiple facets of clinical performance for an overall view of a student’s clinical competence. This informs the student’s Personalized Learning Plan.
- MCTs also serve as observers in centralized assessment events (first year “capstone” and end-clerkship VC3) in which students evaluate standardized patients, formulate differential diagnoses, and organize therapeutic plans.