Improving clinical teaching. Evaluation of a national dissemination program

Skeff, Kelley M.; Stratos, Georgette A.; Berman, Judith; Bergen, Merlynn R.

doi:10.1001/archinte.152.6.1156

Cited by 97 publications

(99 citation statements)

References 11 publications

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“…During this training, teachers were also encouraged to follow the recommendations given by Skeff (Skeff et al 1992), Lake (Lake & Ryan 2004a) and Ramani (Ramani 2003) (e.g. communicating learning goals, improving learning climate by calling students by their names (Cox 1993b), involving students at the bedside).…”

Section: The New Course Formatmentioning

confidence: 99%

“…Assigning one clinical teacher to a student group throughout the BST week is likely to have been a crucial factor for the success of the new format since constant tutoring facilitates the development of a constructive learning climate (Skeff et al 1992) and tailors teaching to a group's specific needs. While residents have been identified as appropriate clinical teachers due to their amount of time spent attending to routine patient management (Tremonti & Biddle 1982), they need to be instructed regarding the goals of clinical teaching (Gordon et al 2000).…”

Section: Constant Tutoringmentioning

confidence: 99%

“…She teaches educational management in the German MME program. (Skeff et al 1992;Ramani 2003;Lake & Ryan 2004a;Williams et al 2008) Effects of minimal changes to bedside teaching e429…”

Section: Notes On Contributorsmentioning

confidence: 99%

“…However, defining a minimum number of teaching hours does not guarantee for effective teaching being delivered. Although valuable recommendations for the design of BST sessions are readily available (Skeff et al 1992;Cox 1993a;Lake 2004), empirical data on effective BST methods are scarce (Janicik & Fletcher 2003). The curricular structure of BST is likely to have great influence on learning outcome; however, this aspect has not been studied extensively.…”

Section: Introductionmentioning

confidence: 99%

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Effects of “minimally invasive curricular surgery” – A pilot intervention study to improve the quality of bedside teaching in medical education

et al. 2009

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Background: Bedside teaching is an important element of undergraduate medical education. However, the impact of curricular course structure on student outcome needs to be determined. Aims: This study assessed changes in fourth-year medical students' evaluations of clinical teaching sessions before and after the introduction of a new course format. Method: The curricular structure of bedside teaching sessions in cardiology was modified without changing the amount of teaching time. Clinical teachers were instructed about the new teaching format and learning objectives. The new format implemented for adult but not paediatric cardiology sessions was piloted with 143 students in winter 2007/08. By computing effect sizes, evaluation results were compared to data obtained from 185 students before the intervention. Results: Significant rating increases were observed for adult cardiology teaching sessions (Cohen's d ¼ 0.66) but not paediatric cardiology sessions (d ¼ 0.22). In addition to improving the structure and organization of the course, the intervention significantly impacted on students' perceptions of their learning outcome regarding practical skills (d ¼ 0.69). Conclusions: Minimal curricular changes combined with basic faculty development measures significantly increase students' perception of learning outcome. Curricular structure needs to be considered when planning bedside teaching sessions in medical undergraduate training.

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Section: The New Course Formatmentioning

confidence: 99%

Section: Constant Tutoringmentioning

confidence: 99%

“…She teaches educational management in the German MME program. (Skeff et al 1992;Ramani 2003;Lake & Ryan 2004a;Williams et al 2008) Effects of minimal changes to bedside teaching e429…”

Section: Notes On Contributorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of “minimally invasive curricular surgery” – A pilot intervention study to improve the quality of bedside teaching in medical education

et al. 2009

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“…Sin embargo, otros obstáculos para la capacitación en docencia, tales como la lejanía física y la falta de sentido de pertenencia a la institución no fueron mencionados por los entrevistados [28][29] .…”

Section: Discussionunclassified