Integrating teaching skills and clinical content in a faculty development workshop

Michael L. Green, Cary P. Gross, Walter N. Kernan, Jeffrey G. Wong, Eric S. Holmboe

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


Incorporating clinical content into medical education faculty development programs has been proposed as a strategy to consolidate faculty continuing medical education time and enhance learning. We developed a faculty development program for ambulatory internal medicine preceptors that integrated primary care genetics with ambulatory precepting. The instructional strategies addressed both areas simultaneously and included facilitated discussions, mini-lectures, trigger tapes, and role plays. To evaluate the program, we conducted a pre-post trial. Skills were measured by retrospective pre-post self-reported ratings and behaviors by self-reported implementation of commitment to change (CTC) statements. Participants' (N = 26) ambulatory precepting and primary care genetics skill ratings improved after the intervention. They listed an average of 2.4 clinical teaching CTC statements and 2.0 clinical practice CTC statements. By 3 months after the workshop, preceptors, as a group, fully implemented 32 (38%), partially implemented 35 (41%), and failed to implement 18 (21%) CTC statements. The most common barrier to clinical teaching change was insufficient skills (8 of 25; 32%) and to clinical practice change was lack of a suitable patient (15 of 25; 60%). Integrating clinical content with clinical teaching in a faculty development workshop is feasible, can improve clinical and teaching skills, and can facilitate behavior change.

Original languageEnglish (US)
Pages (from-to)468-474
Number of pages7
JournalJournal of general internal medicine
Issue number6
StatePublished - Jun 1 2003

All Science Journal Classification (ASJC) codes

  • Internal Medicine


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