Evaluation of a method for improving the teaching performance of attending physicians

Faculty development a resource for clinical teachers

“…They include peer-reviewed compendia of materials for medical education, such as those provided by the APDIM clearinghouse; exportable curricula for faculty development; and manuals, kits, and newsletters. 51 In addition, readers can use the Internet to access an annotated list of references on faculty development in the health professions Local programs Annual required conferences facilitated by experienced preceptors 39 "Clinical teaching rounds" that use videotape review and practice teaching to identify common learner errors and teaching points 49 Community preceptor board for curriculum development and teaching methods 38 Direct observation or review of videotapes by professional educators, with consultation 32,40 Feedback from videotapes, learner ratings, and teacher self-assessment 3 Individual faculty-education projects, with support from institutional professional educators 46 Long-distance faculty development via two-way video 48 Monthlong individualized minifellowships focused on teaching effectiveness ‡ Newsletters and written clinical teaching problems to stimulate reflection on teaching 21 Peer coaching 41 Programs designed to teach faculty and residents to evaluate local conferences 47 Seminars or retreats for community preceptors 37 Standardized ambulatory teaching situations 42,43 Videotaping, with feedback from professional educators with formal training programs 44,45 Weekly half-day sessions with discussions, readings and skill practice † Workshops and practicums 10,35,36 (uchsc.edu/CIS). In summary, many national organizations in primary care are focusing on teaching improvement and can be used as resources by faculty from around the country.…”

“…However, in one study, essentially all potential participants volunteered, indicating that faculty-development methods may be useful to the faculty at large. 3 Research findings also indicate that participants may not be fully aware of their teaching problems and may overestimate their teaching strengths prior to participation in a faculty-development program. 9,18 Participation appears to be necessary for a true understanding of program benefits; therefore, we caution faculty not to rule out participation in a program without careful consideration.…”

“…Clinical teachers are expected to address a wide range of educational goals (knowledge, attitudes, and skills); to work with learners who vary greatly in their experience and abilities (students through fellows); to use a variety of teaching methods (lecturing, small-group discussion, and one-on-one teaching); and to teach in different settings (inpatient, outpatient, and lecture hall). [3][4][5] Moreover, clinical teaching is commonly compounded by the simultaneous requirement to deliver patient care. Given this complexity, clinical teachers need to be prepared with as many teaching skills as possible.…”

Guidelines for promotion of clinician-educators

“…29 The assessment of these domains will require the efficient, thorough, and reliable collection of information on the quality and quantity of individual clinical teachers' contributions, including peer and learner assessments of the teacher's effectiveness. A variety of reliable and valid instruments are available for assessing teaching ability in both inpatient settings 23,[30][31][32][33][34] and outpatient settings. 33,35 In some situations, the outcomes of the learners may also be a reliable index of an individual teacher.…”

Best Practices in Teaching Residents on Internal Medicine Wards

“…PGY-1 vs. PGY-3). Finally, we must always be cognizant of the halo (McGaghie & Frey, 1986) and ceiling effects (K. M. Skeff, 1983) that may affect the validity of evaluation data.…”