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Related Experiment Videos

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
PubMed
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.

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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.

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  • 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.