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Related Experiment Videos

Integrating teaching skills and clinical content in a faculty development workshop.

Michael L Green1, Cary P Gross, Walter N Kernan

  • 1Department of Internal Medicine, Yale University School of Medicine, New Haven, Connecticut, USA. mgreen@wtbyhosp.chime.org

Journal of General Internal Medicine
|June 26, 2003
PubMed
Summary

Integrating primary care genetics into faculty development programs for internal medicine preceptors improved their clinical and teaching skills. This approach is feasible and enhances learning by combining continuing medical education with practical application.

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Area of Science:

  • Medical Education
  • Genetics in Primary Care
  • Faculty Development

Background:

  • Faculty development programs can integrate clinical content to enhance continuing medical education.
  • Ambulatory internal medicine preceptors require training in both clinical precepting and primary care genetics.

Purpose of the Study:

  • To develop and evaluate a faculty development program integrating primary care genetics with ambulatory internal medicine precepting.
  • To assess the impact of this integrated program on preceptors' clinical skills and teaching behaviors.

Main Methods:

  • A pre-post trial design was used to evaluate the program with 26 participants.
  • Instructional strategies included facilitated discussions, mini-lectures, trigger tapes, and role plays.
  • Skills were measured using self-reported ratings, and behaviors were assessed via commitment to change (CTC) statements.

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Main Results:

  • Participants showed improved self-reported ratings in ambulatory precepting and primary care genetics skills.
  • Preceptors reported an average of 2.4 clinical teaching and 2.0 clinical practice CTC statements.
  • Within 3 months, 38% of CTC statements were fully implemented, 41% partially, and 21% not implemented.

Conclusions:

  • Integrating clinical content (primary care genetics) into faculty development workshops for preceptors is feasible.
  • The program effectively improved both clinical and teaching skills.
  • This integrated approach can facilitate behavior change in clinical practice and teaching, despite identified barriers.