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Faculty perceptions of learning while teaching in Doctoring.

S J Slavin1, M S Wilkes, R P Usatine

  • 1Department of Pediatrics, UCLA School of Medicine, University of California, 10833 Le Conte Avenue, Los Angeles, CA 90095-1752, USA. sslavin@pediatrics.medsch.ucla.edu

Advances in Health Sciences Education : Theory and Practice
|January 1, 1997
PubMed
Summary

Faculty teaching in the Doctoring program gained significant clinical knowledge and skills. Problem-based learning modules effectively enhance faculty development in areas like ethics and evidence-based medicine.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Skills Acquisition

Background:

  • The Doctoring program aims to integrate diverse clinical subjects.
  • Assessing faculty knowledge acquisition is crucial for program effectiveness.

Purpose of the Study:

  • To evaluate the clinical knowledge and skills gained by faculty teaching in the Doctoring program.
  • To understand the impact of teaching on faculty expertise.

Main Methods:

  • Thirty-six faculty members completed pre- and post-module surveys over six educational modules.
  • Surveys assessed faculty self-perceived knowledge and skills related to learning objectives.
  • Paired t-tests and confidence intervals analyzed changes in ratings.

Main Results:

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  • Faculty reported increased knowledge and skills across all six modules.
  • Significant improvements were noted for 48 out of 56 learning objectives.
  • Greatest gains were observed in domestic violence and smoking cessation modules.

Conclusions:

  • Teaching in the Doctoring program facilitates faculty acquisition of new knowledge and skills.
  • Integrated, problem-based courses serve as effective platforms for faculty development.
  • Areas covered include ethics, law, prevention, and evidence-based medicine.