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Related Experiment Videos

Clinical teaching rounds. A case-oriented faculty development program

P S Lye1, D E Simpson, K J Wendelberger

  • 1Department of Pediatrics, Medical College of Wisconsin, Milwaukee, USA.

Archives of Pediatrics & Adolescent Medicine
|April 8, 1998
PubMed
Summary
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Faculty development series improved clinical teaching. Pediatric faculty attending the conferences showed significant improvements in feedback and overall teaching effectiveness compared to those who did not attend.

Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Skills Training

Background:

  • Effective clinical teaching is crucial for medical education.
  • Providing constructive feedback is a key component of effective teaching.
  • Faculty development programs can enhance teaching skills.

Purpose of the Study:

  • To enhance clinical teaching skills among pediatric faculty.
  • To improve the quality of feedback provided to trainees.
  • To evaluate a faculty development series modeled on clinical rounds.

Main Methods:

  • Seven 1-hour conferences were conducted for pediatric faculty.
  • A simulated learner presented instructional problems, mimicking clinical rounds.
  • Faculty teaching was evaluated through attendance, participant feedback, and trainee assessments.

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Main Results:

  • 40% of faculty attended at least two conferences.
  • Conference ratings ranged from 4.00 to 4.35 (excellent).
  • Attending faculty showed significant improvements in feedback (P=.01) and overall teaching (P=.04).

Conclusions:

  • The faculty development series was well-received by participants.
  • The program effectively improved clinical teaching and feedback skills.
  • This model offers a viable strategy for enhancing medical education.