TY - JOUR
T1 - Integrating teaching skills and clinical content in a faculty development workshop
AU - Green, Michael L.
AU - Gross, Cary P.
AU - Kernan, Walter N.
AU - Wong, Jeffrey G.
AU - Holmboe, Eric S.
N1 - Funding Information:
The authors wish to thank Drs. Stephen Huot and Asghar Rastegar for their guidance on this project, Dr. Herbert Chase for convening the focus groups, and Yun Wang for assisting with the analysis. Denise Schock and Pamela Doll organized the workshops and managed the data collection. We also benefited from the faculty development training we received as participants in the General Internal Medicine Faculty Development Project, sponsored by the General Internal Medicine Generalist Education Leadership Group.
PY - 2003/6/1
Y1 - 2003/6/1
N2 - 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.
AB - 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.
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U2 - 10.1046/j.1525-1497.2003.20933.x
DO - 10.1046/j.1525-1497.2003.20933.x
M3 - Article
C2 - 12823654
AN - SCOPUS:0038609021
SN - 0884-8734
VL - 18
SP - 468
EP - 474
JO - Journal of general internal medicine
JF - Journal of general internal medicine
IS - 6
ER -