Integrating teaching skills and clinical content in a faculty development workshop
Integrating teaching skills and clinical content in a faculty development workshop
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DOI：
10.1046/j.1525-1497.2003.20933.x
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发表时间：
2003-06-01
影响因子：
5.7
通讯作者：
Holmboe, ES
中科院分区：
文献类型：
--
作者：
Green, ML;Gross, CP;Holmboe, ES
已提出将临床内容纳入医学教育教师发展计划，作为巩固教师继续医学教育时间和加强学习的策略。我们为门诊内科医师制定了一项教师发展计划，将初级保健遗传学与门诊医师结合起来。教学策略同时涉及这两个领域，包括促进讨论、迷你讲座、触发磁带和角色扮演。为了评估该计划，我们进行了事前试验。技能是通过回顾性的事前自我报告评级来衡量的，行为是通过自我报告的变革承诺 (CTC) 声明的实施情况来衡量的。干预后，参与者 (N = 26) 的门诊治疗和初级保健遗传学技能评分有所提高。他们平均列出了 2.4 份临床教学 CTC 陈述和 2.0 份临床实践 CTC 陈述。研讨会结束后 3 个月，导师作为一个整体，完全实施了 32 项 (38%)，部分实施了 35 项 (41%)，未能实施 18 项 (21%) CTC 声明。临床教学变革最常见的障碍是技能不足（25 人中的 8 人；32%），而临床实践变革的最常见障碍是缺乏合适的患者（25 人中的 15 人；60%）。在教师发展研讨会上将临床内容与临床教学相结合是可行的，可以提高临床和教学技能，并可以促进行为改变。
Incorporating clinical content into medical education faculty development programs has been proposed as a strategy to consolidate faculty continuing medical education time and enhance learning. We developed a faculty development program for ambulatory internal medicine preceptors that integrated primary care genetics with ambulatory precepting. The instructional strategies addressed both areas simultaneously and included facilitated discussions, mini-lectures, trigger tapes, and role plays. To evaluate the program, we conducted a pre-post trial. Skills were measured by retrospective pre-post self-reported ratings and behaviors by self-reported implementation of commitment to change (CTC) statements. Participants' (N = 26) ambulatory precepting and primary care genetics skill ratings improved after the intervention. They listed an average of 2.4 clinical teaching CTC statements and 2.0 clinical practice CTC statements. By 3 months after the workshop, preceptors, as a group, fully implemented 32 (38%), partially implemented 35 (41%), and failed to implement 18 (21%) CTC statements. The most common barrier to clinical teaching change was insufficient skills (8 of 25; 32%) and to clinical practice change was lack of a suitable patient (15 of 25; 60%). Integrating clinical content with clinical teaching in a faculty development workshop is feasible, can improve clinical and teaching skills, and can facilitate behavior change.