Community-based clinical teachers provide an important cadre of faculty for medical education.
This study was designed to examine the feasibility and value of an American College of Physicians-sponsored regional teaching improvement program for community-based teachers.
We conducted five regional (Connecticut, New Hampshire/Vermont, New York, Ohio, and Virginia) I - to 2-day teaching-improvement workshops for 282 faculty (49% community based, 51% university based).
The workshops were conducted by regional facilitators trained by the Stanford Faculty Development Program using large group and small group instructional methods to teach participants a framework for analyzing teaching, to increase their repertoire of teaching behaviors, to define personal teaching goals, and to identify the educational needs of their teaching site.
Participants used Likert ratings [1 (low) to 5 (high) scale] to assess workshop quality, facilitator effectiveness, and rewards for and barriers to teaching in their clinics.
Using retrospective pre-and postintervention ratings, participants also assessed workshop impacts on teacher knowledge, attitudes, and skills.
Finally, participants completed open-ended questions to identify recommended changes to improve their clinic as an educational site for students and residents.
At all sites, participants evaluated the program as highly useful (4.6 ± 0.6, mean ± SD). (...)
Mots-clés Pascal : Communauté, Enseignant, Programme sanitaire, Enseignement, Homme, Système régional, Médecin, Formation professionnelle, Etats Unis, Amérique du Nord, Amérique
Mots-clés Pascal anglais : Community, Teacher, Sanitary program, Teaching, Human, Regional system, Physician, Occupational training, United States, North America, America
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0131377
Code Inist : 002B30A09. Création : 16/11/1999.