Faculty development for ambulatory teaching
Journal of General Internal MedicinePublished 1 January 1990
LuAnn Wilkerson, Elizabeth Armstrong, Linda Lesky
Citations38
SJR quartileQ1
SJR score1.99
SNIP1.71
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TL;DR
Six skills that are basic to effective ambulatory teaching are identified and strategies for developing and maintaining such skills are presented: Assessment of teaching, consultation with experts in education, and participation in programs such as workshops.
Abstract
This paper deals with helping faculty members and others learn to teach more effectively in ambulatory settings. First it suggests ways to help clinicians expand and update their knowledge and skills in ambulatory medicine as a foundation for teaching. Next it identifies six skills--establishing mutual expectations, setting limited teaching goals, asking questions, stimulating self-directed learning, giving feedback, and capitalizing on role modeling--that are basic to effective ambulatory teaching. Then it presents strategies for developing and maintaining such skills: assessment of teaching, consultation with experts in education, and participation in programs such as workshops. The paper ends by discussing aspects of institutional support and calling for research on the impact of faculty development efforts on teaching and learning in medicine.
Keywords
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