Abstract:
BACKGROUND:Provision of adequate opportunities for faculty to receive training in teaching skills requires persons with faculty development expertise to provide this training. PURPOSE:In this study, we examined outcomes of a teaching scholars program (TSP) aimed at promoting leaders in faculty development in teaching skills in individual departments and throughout the institution. METHOD:A 3-year TSP, established in 1999, combines monthly meetings and other activities to train faculty representing departments throughout the College of Medicine to provide faculty development in teaching skills. Analysis of program participants' curriculum vitae was conducted to compare preprogram and postprogram faculty development activities. RESULTS:There was substantial increase in program participants' facilitation of teaching skills workshops and development of teaching improvement systems within their home departments. Participants also facilitated an increased number of college-wide workshops. Secondary outcomes included increases in educational leadership positions and education-related presentations and publications. CONCLUSION:The TSP is a successful local model for increasing the resources available for teaching improvement.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Rosenbaum ME,Lenoch S,Ferguson KJdoi
10.1207/s15328015tlm1703_8keywords:
subject
Has Abstractpub_date
2005-07-01 00:00:00pages
247-52issue
3eissn
1040-1334issn
1532-8015journal_volume
17pub_type
杂志文章abstract::Theory: Self-compassion has been identified as a promising interventional target enabling medical learners to respond effectively to stressors and challenges of medical training. Determining factors in the learning environment that support self-compassion is critical for developing such interventions. What is already ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1667241
更新日期:2020-04-01 00:00:00
abstract:BACKGROUND:The Systems-Based Practice competency expanded the scope of graduate medical education. Innovative approaches are needed to teach this material. PURPOSE:We have designed and implemented a rotation in Systems-Based Practice focused on the interrelationships of patient care, clinical revenue, and the physicia...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330701332201
更新日期:2007-04-01 00:00:00
abstract:PROBLEM:Clinical procedural skills are formally taught to medical students in clinical skills centers using mannequins. Exposure to procedural skills involving patients and opportunities to practice under the supervision of doctors are limited. INTERVENTION:A bedside supervision program was piloted at a district gener...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1077130
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:Studies indicate that practicing clinicians do not employ quantitative techniques in diagnosis. If evidence-based approaches to clinical care are to succeed, there is a need to develop pedagogical tools to introduce the relevant techniques in clinical medicine. DESCRIPTION:This article describes 2 heuristic...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1203_4
更新日期:2000-07-01 00:00:00
abstract::This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2016.1217225
更新日期:2016-10-01 00:00:00
abstract:PROBLEM:Multiple-choice questions (MCQs) are the main method of assessing medical student knowledge. As a result there is a high demand from medical students for formative MCQs. However, teaching staff rarely have the time or incentive to develop high-quality formative questions, focusing instead on material for high-s...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1011651
更新日期:2015-01-01 00:00:00
abstract:THEORY:Clerkship evaluation and grading practices vary widely between U.S. medical schools. Grade inflation continues to exist, and grade distribution is likely to be different among U.S. medical schools. HYPOTHESES:Increasing the number of available grades curtails "grade inflation." METHOD:A national survey of all ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2016.1164605
更新日期:2016-07-01 00:00:00
abstract:BACKGROUND:Prominent authorities believe that managed care and governmental policies are compromising the clinical education of future physicians. PURPOSE:This study sought the views of clinical teachers to quantify the extent to which managed care and governmental policies have changed clinical education. METHODS:Qu...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1402_03
更新日期:2002-04-01 00:00:00
abstract:BACKGROUND:Residency programs must prepare physicians to practice in the current health care environment. This mandate is reflected in 3 of the 6 competency domains now required by the Accreditation Council for Graduate Medical Education: systems-based practice, interpersonal skills and communication, and practice-base...
journal_title:Teaching and learning in medicine
pub_type: 共识发展会议,杂志文章,评审
doi:10.1207/s15328015tlm1601_16
更新日期:2004-01-01 00:00:00
abstract::Phenomenon: This scoping literature review summarizes current Canadian health science education and training aimed to lessen health gaps between Aboriginal and non-Aboriginal peoples. APPROACH:Keyword searches of peer-reviewed and gray literature databases, websites, and resources recommended by local Aboriginal comm...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,评审
doi:10.1080/10401334.2016.1234960
更新日期:2017-04-01 00:00:00
abstract:BACKGROUND:The increase in people with insufficient health insurance has largely been fueled by a record influx of immigrants, who often live in medically underserved areas of inner cities. An increase in the desire of medical students to practice in underserved areas is needed to counter low physician-to-population ra...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1803_7
更新日期:2006-07-01 00:00:00
abstract:BACKGROUND:Summative evaluation of medical students is a critical component of the educational process. Despite extensive literature on evaluation, few studies have centered on affiliate faculty members' attitudes toward summative evaluation of students, though it has been suggested that these attitudes influence their...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.641478
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Qualitative markers of performance are routinely used for medical student assessment, though the extent to which such markers can be readily translated to actionable pieces of information remains uncertain. PURPOSE:To explore (a) the perceived value to be indicated by descriptor phrases commonly used for de...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.741545
更新日期:2013-01-01 00:00:00
abstract:BACKGROUND:Medical residents frequently participate in code status discussions, yet their competency in this role has not been evaluated. PURPOSE:The objective is to determine the quality of code status discussions from the perspective of both resident and patient. METHODS:We conducted a cross-sectional survey of con...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2010.512537
更新日期:2010-10-01 00:00:00
abstract:BACKGROUND:For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible. DESCRIPTION:An innovative faculty develo...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.692280
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Despite the health consequences of incarceration, there are no national standards for teaching physicians about correctional health. The purpose of this study was to survey existing correctional health training programs for primary care physicians. SUMMARY:Programs were identified through literature and Web...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.641492
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Team-based learning (TBL) has been studied in several preclinical settings, but there is less evidence for its effectiveness in clinical curricula. PURPOSE:We compared the impact of TBL versus usual small group lecture (SGL) on knowledge objectives in a clinical clerkship. METHODS:We used an unblinded cros...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
doi:10.1080/10401334.2011.536888
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Although it is a Joint Commission requirement for hospitals to maintain an up-to-date disaster plan and to implement drills, disaster training is not routinely incorporated into undergraduate medical education. PURPOSES:The objectives are to provide medical students with an introduction to disaster medicine...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330903446040
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Oral health is an important but inadequately addressed area in medical school curricula. Primary care practitioners are in an ideal position to help prevent oral disease but lack the knowledge to do so. PURPOSES:We developed an oral health elective that targeted 1st- and 2nd-year medical students as part of...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1804_11
更新日期:2006-10-01 00:00:00
abstract::Construct: The McMaster Modular Assessment Program (McMAP) is a programmatic workplace-based assessment (WBA) system that provides emergency medicine trainees with competency judgments through frequent task-specific and global daily assessments. Background: The longevity of McMAP relative to other programmatic WBA sys...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1574581
更新日期:2019-08-01 00:00:00
abstract:PROBLEM:Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools' curricula. However, experiential learning in systems-based practice, including practical...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2016.1146606
更新日期:2016-01-01 00:00:00
abstract:UNLABELLED:PHENOMENON: Medical students receive much of their inpatient teaching from residents who now experience restructured teaching services to accommodate the 2011 duty-hour regulations (DHR). The effect of DHR on medical student educational experiences is unknown. We examined medical students' and clerkship dire...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2014.979187
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:Concept maps can assist learning by integrating new information with existing cognitive structure to facilitate meaningful understanding. The benefits of testable concept maps to illustrate cause-and-effect sequences in the pathogenesis of disease have not yet been determined. PURPOSE:A controlled trial was...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2011.561700
更新日期:2011-04-01 00:00:00
abstract:UNLABELLED:PHENOMENON: In higher education, reflection sessions are often used when participants learn in the workplace. In the Netherlands, all General Practitioner training programs include regular meetings called Exchange of Experiences, in which General Practitioner trainees are expected to learn collaboratively fr...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1107486
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Studies demonstrating the value of hospitalists to medical student education have been performed in traditional resident covered ward service settings (RCWS). PURPOSE:To compare medical subinterns' experiences on an RCWS to that on a resident uncovered hospitalist service (RUHS). METHODS:We assessed studen...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330701797974
更新日期:2008-01-01 00:00:00
abstract::Phenomenon: Obstetrics and gynecology can be a high-stress clinical environment for medical students due to the specialty's fast-paced and unpredictable nature. Little is known about learning stressors for medical students on the obstetrics and gynecology clerkship to inform stress-reducing interventions and improve l...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2019.1575742
更新日期:2019-08-01 00:00:00
abstract::Phenomenon: An increasing number of refugees in recent years has led to changes in healthcare delivery. Historically, health care providers did not receive systematic and longitudinal training in refugee health. There is increasing interest among educators in developing educational opportunities for medical students t...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2020.1779071
更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:Inadequate physician training may be a barrier to physician-patient discussions of advance directives (ADs). DESCRIPTION:The purpose of this study was to determine the effects of an ADs course, which includes completing a directive, on medical students' perceived knowledge of and preparedness for discussing...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401331003656678
更新日期:2010-04-01 00:00:00
abstract:BACKGROUND:Clinical teaching has moved from the bedside to conference rooms; many reasons are described for this shift. Yet, essential clinical skills, professionalism, and humanistic patient interactions are best taught at the bedside. PURPOSE:Clinical teaching has moved from the bedside to conference rooms; many rea...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.827979
更新日期:2013-01-01 00:00:00
abstract:BACKGROUND:Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. PURPOSE:To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional metho...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1702_4
更新日期:2005-04-01 00:00:00