Using standardized ambulatory teaching situations for faculty development

Preliminary results indicate that these high‐fidelity teaching simulations can be effectively used to provide opportunities for faculty to observe, practice, and receive feedback on clinical teaching skills.

Abstract

The challenges of teaching in the ambulatory setting have been well documented. This article describes a method for developing faculty teaching skills in the ambulatory setting through the use of standardized ambulatory teaching situations (SA TS). Adapted from methods for using simulated or standardized patients, SA TS uses trained individuals to simulate medical students who then interact with faculty in a variety of teaching encounters common to the ambulatory setting. Preliminary results indicate that these high‐fidelity teaching simulations can be effectively used to provide opportunities for faculty to observe, practice, and receive feedback on clinical teaching skills.