To determine the pedagogic characteristics of a clinical conference for senior pediatric residents and selected faculty.
Nineteen senior pediatric residents and 14 selected faculty members participated in a daily clinical conference at Children's Hospital, Boston, Mass.
Analysis of videotapes generated the following three topics : What facilitated learning ?
What was learned ?
What makes the process of teaching and learning effective ?
In the questionnaire resients indicated that learning was facilitated by resident-faculty interactions (19/19), faculty participation (19/19), and information resources (12/19).
Content learned included information (16/19), approach to diagnosis (11/19), management strategies (14/19), and different perspective (14/19).
An effective process of teaching and learning was attributed to case-based resident initiated discussion (19/19), facilitation by the chief resident (16/19), and noncompetitive discussions in which expert faculty played a nondominant role (19/19).
Faculty identified identical factors relating to all three themes.
The pedagogic effectiveness of this conference was attributed to a resident-centered, case-based learning format and a discussion process characterized by noncompetitive interactions among faculty and residents, strong group facilitation by the chief resident, and participation of faculty experts in a nondominant role.
Mots-clés Pascal : Pédagogie, Congrès, Pédiatrie, Médecin, Université, Qualité service, Enseignement, Evaluation
Mots-clés Pascal anglais : Pedagogy, Congress, Pediatrics, Physician, University, Service quality, Teaching, Evaluation
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 95-0520164
Code Inist : 002B30A05. Création : 01/03/1996.