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Microteaching and standardized students support faculty development for clinical teaching.

Mark H Gelula1, Rachel Yudkowsky

  • 1Department of Medical Education, University of Illinois at Chicago College of Medicine, 60612-7309, USA. mgelula@uic.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|September 14, 2002
PubMed
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This study developed a faculty development program using self-reinforcing workshops for clinical teaching. The program enhances teaching skills through practice, reflection, and interdisciplinary collaboration.

Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Teaching Skills

Background:

  • Faculty development programs require self-reinforcing workshops for sustained impact.
  • Effective programs should integrate behavior review, practice, reflection, and reinforcement.
  • Interdisciplinary perspectives are crucial for comprehensive faculty development.

Purpose of the Study:

  • To develop and evaluate a faculty development program for clinical teaching.
  • To support behavior review, practice, reflection, and reinforcement in clinical faculty.
  • To foster interdisciplinary collaboration among faculty from medicine, dentistry, nursing, and pharmacy.

Main Methods:

  • A program with two parallel courses: "Teaching-on-the-Fly" and "Feedback Strategies."

Related Experiment Videos

  • Series of three small-group workshops (3-4 hours each) with a two-week interval between the first two.
  • Inclusion of "Advanced" workshops six months later, featuring videotaped teaching encounters with standardized students and reflective discussions.

    • Main Results:

    • The program structure supports ongoing reinforcement and skill development.
    • Microteaching approach using videotaped encounters promotes insight and self-awareness.
    • Standardized students enhance workshop quality by providing realistic practice scenarios.

    Conclusions:

    • The developed clinical teaching workshops are supported by established educational theories.
    • The three-session model provides necessary ongoing reinforcement for continuing medical education.
    • The program's impact is currently being examined through videotape review.