In 1985, Wolverton and Bosworth published an often referenced study of family practice teaching behaviors.
Their research identified 20 « most helpful » and 10 « least helpful » behaviors.
In 1994 all United States Army family practice house officers were asked by survey to rate each of the original 38 Wolverton and Bosworth teaching behaviors as « not at all helpful, » « somewhat helpful, » moderately helpful, « very helpful, » or « most helpful » in aiding their learning.
Mean values were calculated for each teaching behavior.
Twenty most helpful and 10 least helpful faculty teaching behaviors were identified for U.S. Army family practice house officers ; several differences were identified in comparison with Wolverton and Bosworth's original study.
Additionally, three most helpful and four least helpful teaching behaviors were clearly illuminated.
Incorporating the results of this new study into residency programs could improve the learning opportunities afforded family practice house officers during their internships and residencies.
Mots-clés Pascal : Enseignement, Pratique professionnelle, Formation professionnelle, Programme enseignement, Enseignant, Comportement individuel, Résident, Médecin, Etudiant, Evaluation, Homme, Etats Unis, Amérique du Nord, Amérique, Armée, Personnel sanitaire
Mots-clés Pascal anglais : Teaching, Professional practice, Occupational training, Educational program, Teacher, Individual behavior, Resident, Physician, Student, Evaluation, Human, United States, North America, America, Army, Health staff
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0006824
Code Inist : 002B30A09. Création : 17/04/1998.