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Faculty perceptions of effective ambulatory care teaching
T H Loftus1, P J McLeod, L S Snell
1Division of General Internal Medicine, McGill University, Montreal, Quebec, Canada.
Journal of General Internal Medicine
|October 1, 1993
Summary
Faculty teaching perceptions differ between inpatient and ambulatory settings. Effective outpatient teaching strategies require adapting methods for problem-solving, bedside skills, and feedback delivery in this unique environment.
Area of Science:
- Medical Education
- Internal Medicine
- Clinical Teaching
Background:
- Effective clinical teaching is crucial for resident development.
- Ambulatory settings present unique challenges and opportunities for medical education compared to inpatient wards.
Purpose of the Study:
- To explore faculty perceptions of effective teaching in ambulatory internal medicine clinics.
- To identify similarities and differences in teaching strategies between inpatient and outpatient settings.
Main Methods:
- Conducted semistructured interviews with experienced clinician-tutors supervising residents.
- Focused on two internal medicine clinics to gather in-depth insights.
Main Results:
- Tutors identified common effective strategies: questioning, role modeling, and emphasizing principles/comprehension.
- Significant differences noted in teaching problem-solving, bedside skills, and feedback provision.
- Faculty had varied opinions on whether ambulatory setting characteristics aid or hinder teaching.
Conclusions:
- Ambulatory teaching requires distinct approaches compared to inpatient settings.
- Adapting core teaching methods is essential for optimizing resident learning in outpatient clinics.
- Further research is needed to understand the impact of ambulatory setting characteristics on teaching effectiveness.