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Improving clinical teaching skills using the parallel process model.

M K Marvel1

  • 1Department of Family Medicine and Practice, University of Wisconsin, Madison.

Family Medicine
|May 1, 1991
PubMed
Summary
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A brief intervention improved family practice faculty physicians' clinical teaching skills, notably increasing verbal reinforcement of residents. However, some crucial teaching behaviors, like discussing family issues, remain underutilized, indicating a gap in modeling expected interpersonal skills.

Area of Science:

  • Medical Education
  • Family Medicine
  • Clinical Psychology

Background:

  • Objective evidence for improving family practice faculty clinical teaching skills has been limited.
  • Previous efforts have not consistently demonstrated measurable improvements in faculty teaching behaviors.

Purpose of the Study:

  • To assess the impact of a brief intervention on the clinical teaching skills of family practice faculty.
  • To identify specific teaching behaviors that improve or remain deficient after the intervention.

Main Methods:

  • Family practice faculty physicians were videotaped during resident consultations.
  • A brief educational intervention was administered.
  • Follow-up videotapes and resident ratings were used to evaluate changes in teaching skills.

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Main Results:

  • Following the intervention, faculty physicians showed increased use of specific teaching skills, particularly verbal reinforcement of residents.
  • Analysis of 150 consultations revealed persistent low rates in certain behaviors, such as discussing family issues.
  • A "parallel process" observation suggests faculty may not model desired interpersonal skills.

Conclusions:

  • A targeted intervention can enhance specific clinical teaching behaviors in family practice faculty.
  • There is a continued need to address underutilized teaching skills, including interpersonal aspects.
  • Faculty development programs should focus on modeling desired resident behaviors during patient encounters.