Web-based instruction to enhance the clinical teaching of community preceptors

Rediske, Virginia A.; Simpson, Deborah

doi:10.1097/00001888-199905000-00043

Cited by 5 publications

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“…Applications of web‐based instruction and computer‐aided instruction are increasing in medical education, particularly in undergraduate medical education. A few examples of web‐based resources that present medical content have been reported in dermatology, 5,6 pathology, 7,8 clinical cardiology examination skills, 9 pathophysiology, 10 clinical ethics, 11 outpatient medicine 12 and even clinical faculty development 13 . More elaborate examples of web‐based instruction that incorporate interactive software, links to other Internet resources, and pre/post‐tests have been described in anatomy, 14 primary care, 15,16 pharmacology 17 and continuing medical education 18 .…”

Section: Introductionmentioning

confidence: 99%

“…A few examples of web-based resources that present medical content have been reported in dermatology, 5,6 pathology, 7,8 clinical cardiology examination skills, 9 pathophysiology, 10 clinical ethics, 11 outpatient medicine 12 and even clinical faculty development. 13 More elaborate examples of webbased instruction that incorporate interactive software, links to other Internet resources, and pre ⁄ posttests have been described in anatomy, 14 primary care, 15,16 pharmacology 17 and continuing medical education. 18 Web-based instruction has also been reported as a resource used to integrate curricula in medical education.…”

Section: Introductionmentioning

confidence: 99%

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Learning management systems: technology to measure the medical knowledge competency of the ACGME

et al. 2004

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning management systems: technology to measure the medical knowledge competency of the ACGME

et al. 2004

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Telementoring in Community Nursing: A shift from dyadic to communal models of learning and professional development

Russell¹,

Perris²

2003

Mentoring & Tutoring: Partnership in Learning

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Fifteen Years of Aligning Faculty Development With Primary Care Clinician???Educator Roles and Academic Advancement at the Medical College of Wisconsin

et al. 2006

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Starting in 1991, the Medical College of Wisconsin's (MCW) primary care-focused faculty development programs have continuously evolved in order to sustain tight alignment among faculty members' needs, institutional priorities, and academic reward structures. Informed by literature on the essential competencies associated with academic success and using educational methods demonstrated to achieve targeted objectives, MCW's initial 1.5-day per month comprehensive faculty development programs prepared faculty as clinician-researchers, leaders, and educators. As institutional priorities and faculty roles shifted, a half-day per month advanced education program was added, and the comprehensive faculty development program transitioned to its current half-day per month program. Using a modular approach, this program focuses exclusively on clinician-educator competencies in curriculum, teaching, leadership, evaluation, and learner assessment. Instructional methods combine interactive, face-to-face sessions modeling a range of instructional strategies with between-session assignments now supported through an e-learning platform. All participants complete a required project, which addresses a divisional or departmental need, meets standards associated with scholarship, and is submitted to a peer-reviewed forum. To date, over 115 faculty members have enrolled in MCW's faculty development programs. Program evaluation over the 15-year span has served to guide program revision and to provide clear evidence of program impact. A longitudinal evaluation of comprehensive program graduates from 1993 to 1999 showed that 88% of graduates' educational projects were implemented and sustained more than one year after program completion. Since 2001, each participant, on average, attributes more than two peer-reviewed presentations and one peer-reviewed publication to program participation. Based on 15 years of evaluation data, five tenets associated with program success are outlined.

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Web-based instruction to enhance the clinical teaching of community preceptors

Cited by 5 publications

References 0 publications

Learning management systems: technology to measure the medical knowledge competency of the ACGME

Learning management systems: technology to measure the medical knowledge competency of the ACGME

Telementoring in Community Nursing: A shift from dyadic to communal models of learning and professional development

Fifteen Years of Aligning Faculty Development With Primary Care Clinician???Educator Roles and Academic Advancement at the Medical College of Wisconsin

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