K Rost1, G H Gordon. 1. Center for Health Behavior Research, Washington University School of Medicine, St. Louis, MO 63110.
Abstract
OBJECTIVES: The objective of the study was to determine the effect of a faculty development course in teaching medical interviewing on participants' ability to provide effective feedback to interviewers. DESIGN: The study used a non-concurrent control group design which randomized subjects into two groups before the intervention. The two groups completed different pre-tests; each group then completed the other group's pre-test as its post-test. The post-course scores of one group were compared with the pre-course scores of the other group to establish differences. SETTING: The research was conducted at the 1985 faculty development course sponsored by the SGIM Task Force on the Medical Interview. PARTICIPANTS: 49 of 52 teachers of medical interviewing attending the course completed the study. INTERVENTION: The week-long intervention consisted of a variety of educational activities which assisted the participants in defining and actively pursuing their learning objectives in interviewing, teaching, and self-awareness. MEASUREMENTS AND MAIN RESULTS: In their assessment of two videotaped segments of initial medical visits, participants were more likely after the course to comment on the interviewer's lack of attention to patient affect (69.0% versus 27.2%, p = 0.005 in one segment) and somewhat more likely to identify teaching strategies that actively involved the interviewer (47.2% vs. 35.0%, p = 0.09 in one segment). Both shifts were congruent with assessments made by course faculty. CONCLUSIONS: Faculty development can influence teachers to recognize the need to provide feedback on skills that expert teachers would emphasize. The non-concurrent control group design provides an innovative approach to common constraints in evaluating faculty development courses.
RCT Entities:
OBJECTIVES: The objective of the study was to determine the effect of a faculty development course in teaching medical interviewing on participants' ability to provide effective feedback to interviewers. DESIGN: The study used a non-concurrent control group design which randomized subjects into two groups before the intervention. The two groups completed different pre-tests; each group then completed the other group's pre-test as its post-test. The post-course scores of one group were compared with the pre-course scores of the other group to establish differences. SETTING: The research was conducted at the 1985 faculty development course sponsored by the SGIM Task Force on the Medical Interview. PARTICIPANTS: 49 of 52 teachers of medical interviewing attending the course completed the study. INTERVENTION: The week-long intervention consisted of a variety of educational activities which assisted the participants in defining and actively pursuing their learning objectives in interviewing, teaching, and self-awareness. MEASUREMENTS AND MAIN RESULTS: In their assessment of two videotaped segments of initial medical visits, participants were more likely after the course to comment on the interviewer's lack of attention to patient affect (69.0% versus 27.2%, p = 0.005 in one segment) and somewhat more likely to identify teaching strategies that actively involved the interviewer (47.2% vs. 35.0%, p = 0.09 in one segment). Both shifts were congruent with assessments made by course faculty. CONCLUSIONS: Faculty development can influence teachers to recognize the need to provide feedback on skills that expert teachers would emphasize. The non-concurrent control group design provides an innovative approach to common constraints in evaluating faculty development courses.
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: David S Hatem; Susan V Barrett; Mariana Hewson; David Steele; Urip Purwono; Robert Smith Journal: J Gen Intern Med Date: 2007-10-20 Impact factor: 5.128