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Co-teaching: a faculty development strategy
J D Orlander1, M Gupta, B G Fincke
1VA Boston Healthcare System, Section of General Internal Medicine, Evans Department of Medicine, Boston University School of Medicine, Boston, Massachusetts, USA.
Medical Education
|March 25, 2000
Summary
This study introduces a co-teaching model for faculty development in clinical settings. Paired physicians enhance teaching skills through iterative practice and self-evaluation, improving medical education.
Area of Science:
- Medical Education
- Faculty Development
- Clinical Teaching
Background:
- Faculty development programs are most effective when context-specific.
- A decade of experience informs the development of a novel co-teaching model.
Purpose of the Study:
- To describe a co-teaching model for faculty development in clinical rotations.
- To enhance the teaching and self-evaluation skills of physicians.
Main Methods:
- Paired physicians share clinical supervision of residents and medical students.
- Iterative cycles of teaching, debriefing, and planning are employed.
- Teaching occurs in authentic clinical environments.
Main Results:
- Co-teachers develop skills in analyzing teaching encounters and self-evaluation.
- The model facilitates problem-solving and educator maturation.
- The collaborative process is well-received by faculty.
Conclusions:
- The co-teaching model is effective for faculty development in clinical settings.
- Successful implementation relies on a strong collaborative process between co-teachers.
- The model has proven beneficial across various clinical venues.