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Related Experiment Videos

Faculty development for ambulatory care education

W A Anderson1, J D Carline, D M Ambrozy

  • 1Office of Medical Education Research and Development, Michigan State University College of Human Medicine, East Lansing, USA. ander113@pilot.msu.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|January 22, 1998
PubMed
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Faculty development programs for ambulatory care settings are common but need improvement. Recommendations include enhancing pre-instructional planning, post-instructional reflection, and learner-staff collaboration for better teaching quality.

Area of Science:

  • Medical Education
  • Ambulatory Care
  • Faculty Development

Background:

  • Quality medical instruction in ambulatory settings is crucial as clinical training shifts.
  • Faculty require specialized training to effectively teach in these environments.
  • Existing faculty development programs aim to prepare educators for ambulatory care teaching.

Purpose of the Study:

  • To document current practices of faculty development programs for ambulatory care settings.
  • To identify the content, format, and evaluation methods of these programs.
  • To explore the theoretical frameworks guiding program design.

Main Methods:

  • Conducted telephone interviews with 14 peer-nominated medical educators.
  • Gathered information on program content, delivery, evaluation, and theoretical underpinnings.

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  • Analyzed qualitative data from interviews.

    • Main Results:

    • Faculty development programs predominantly use a workshop format.
    • Significant consistency observed in topics and teaching strategies across programs.
    • Program evaluation primarily relies on participant satisfaction ratings.

    Conclusions:

    • Current faculty development programs should expand beyond the teaching encounter.
    • Incorporate pre-instructional planning and post-instructional reflection techniques.
    • Integrate learners and clinic staff into the collaborative learning process.