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Teaching styles in the faculty-resident relationship

R Bibace, R J Catlin, M E Quirk

    The Journal of Family Practice
    |November 1, 1981
    PubMed
    Summary
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    This study introduces a teaching styles workshop for family physicians, enhancing their ability to adapt teaching methods to different contexts. The program utilizes a classification scheme, video models, and role-playing for effective physician education.

    Area of Science:

    • Medical Education
    • Family Medicine Training

    Background:

    • Effective teaching is crucial for family medicine residency programs.
    • Physician teachers require adaptable pedagogical skills to meet diverse learner needs.

    Purpose of the Study:

    • To develop and describe a teaching styles workshop program for family physicians.
    • To enhance the flexibility of physician teachers in matching teaching styles to specific educational contexts.

    Main Methods:

    • The program incorporates a four-style teaching behavior classification scheme.
    • It utilizes videotaped models demonstrating each teaching style.
    • Structured role-playing sessions allow participants to practice and receive feedback on the four styles.

    Main Results:

    Related Experiment Videos

    • The workshop program was implemented in two distinct faculty development settings.
    • Participant engagement and practice of different teaching styles were central to the methodology.

    Conclusions:

    • The developed program offers a structured approach to improving physician teaching effectiveness.
    • Recommendations are provided for broader implementation of this faculty development initiative.