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Faculty development for ambulatory teaching.

L Wilkerson¹, E Armstrong, L Lesky

¹Harvard Medical School, Boston, MA 02115.

Journal of General Internal Medicine

|January 1, 1990

Summary

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This study offers strategies for faculty development to enhance teaching effectiveness in ambulatory settings. It outlines essential skills and methods for continuous improvement in medical education.

Area of Science:

Medical Education
Faculty Development
Ambulatory Care

Background:

Effective teaching in ambulatory settings is crucial for medical education.
Faculty often require specific training to optimize their teaching skills in diverse clinical environments.

Purpose of the Study:

To provide faculty members with foundational knowledge and skills for effective ambulatory teaching.
To identify key teaching competencies and strategies for their development and maintenance.

Main Methods:

Review of existing literature and best practices in ambulatory medical education.
Identification of core teaching skills: mutual expectations, goal setting, questioning, self-directed learning, feedback, and role modeling.
Proposal of faculty development strategies: self-assessment, expert consultation, and workshops.

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Main Results:

Clinicians need updated knowledge and skills in ambulatory medicine to teach effectively.
Six fundamental skills for ambulatory teaching were identified.
Strategies for skill development include assessment, consultation, and participation in educational programs.

Conclusions:

Faculty development is essential for improving teaching in ambulatory settings.
Institutional support and further research are needed to evaluate the impact of faculty development on medical education.