PURPOSE: 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. SUBJECTS AND METHODS: We conducted five regional (Connecticut, New Hampshire/Vermont, New York, Ohio, and Virginia) 1- 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. RESULTS: At all sites, participants evaluated the program as highly useful (4.6 +/- 0.6, mean +/- SD). Participants' ratings indicated that the program had a positive effect on their knowledge of teaching principles (4.0 +/- 0.9), an increase in their teaching ability (P <0.001), and an increase in their sense of integration with their affiliated institution (P <0.001). CONCLUSIONS: Regional training of university and community faculty can be an effective way of promoting the improvement of teaching and the collaboration between community-based teachers and academic centers. National physician organizations and regionally based facilitators can provide important resources for the delivery of such training.
PURPOSE: 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. SUBJECTS AND METHODS: We conducted five regional (Connecticut, New Hampshire/Vermont, New York, Ohio, and Virginia) 1- 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. RESULTS: At all sites, participants evaluated the program as highly useful (4.6 +/- 0.6, mean +/- SD). Participants' ratings indicated that the program had a positive effect on their knowledge of teaching principles (4.0 +/- 0.9), an increase in their teaching ability (P <0.001), and an increase in their sense of integration with their affiliated institution (P <0.001). CONCLUSIONS: Regional training of university and community faculty can be an effective way of promoting the improvement of teaching and the collaboration between community-based teachers and academic centers. National physician organizations and regionally based facilitators can provide important resources for the delivery of such training.
Authors: Jeanne M Clark; Thomas K Houston; Ken Kolodner; William T Branch; Rachel B Levine; David E Kern Journal: J Gen Intern Med Date: 2004-03 Impact factor: 5.128
Authors: Thomas K Houston; Jeanne M Clark; Rachel B Levine; Gary S Ferenchick; Judith L Bowen; William T Branch; Dennis W Boulware; Patrick Alguire; Richard H Esham; Charles P Clayton; David E Kern Journal: J Gen Intern Med Date: 2004-12 Impact factor: 5.128
Authors: Thomas K Houston; Gary S Ferenchick; Jeanne M Clark; Judith L Bowen; William T Branch; Patrick Alguire; Richard H Esham; Charles P Clayton; David E Kern Journal: J Gen Intern Med Date: 2004-04 Impact factor: 5.128
Authors: Peter Iblher; Michaela Zupanic; Christoph Härtel; Hermann Heinze; Peter Schmucker; Martin R Fischer Journal: GMS Z Med Ausbild Date: 2011-05-16
Authors: Donna M Windish; Aysegul Gozu; Eric B Bass; Patricia A Thomas; Stephen D Sisson; Donna M Howard; David E Kern Journal: J Gen Intern Med Date: 2007-02-23 Impact factor: 5.128