Faculty development for ambulatory care education
| Autor: | Jan D. Carline, William A. Anderson, Donna M. Ambrozy, David M. Irby |
|---|---|
| Rok vydání: | 1998 |
| Předmět: |
Male
Models Educational Faculty Medical Higher education media_common.quotation_subject education Education Ambulatory care ComputingMilieux_COMPUTERSANDEDUCATION Ambulatory Care Medicine Humans Quality (business) Staff Development media_common Certificate in Education Medical education Education Medical business.industry Professional development General Medicine United States Clinical training Preceptorship Education Medical Continuing Female Faculty development business Goals Program Evaluation |
| Zdroj: | Academic medicine : journal of the Association of American Medical Colleges. 72(12) |
| ISSN: | 1040-2446 |
| Popis: | Faculty play an important role in the delivery of quality instruction in the ambulatory setting. As medical schools and residency programs move more clinical training to ambulatory care settings, more faculty must be recruited and trained. Medical educators have attempted to prepare faculty to teach in ambulatory care settings by conducting faculty development programs. This study documents the current practices of a sample of 14 peer-nominated medical educators who conduct this type of faculty development program. The authors conducted telephone interviews to learn what these educators taught, how they conducted and evaluated their programs, and the theoretical framework guiding their selection of program content and format. Results show that these faculty development programs were delivered almost exclusively in the workshop format, and that there was remarkable similarity in the topics and strategies used. Evaluation was generally limited to satisfaction ratings. Based on the results of this study, the authors recommend that faculty development programs that now emphasize the teaching encounter itself should give equal emphasis to (1) the importance of pre-instructional planning; (2) teaching faculty how to employ post-instructional techniques such as reflection; and (3) training learners and clinic staff to collaborate with faculty in the learning process. |
| Databáze: | OpenAIRE |
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