Inis Bardella et al.
Medical Education
October 2005, Vol. 39, Issue #10, pg. 1036-1044.
Review by: Linda Heun, Ph.D. <lheun@aacom.org>
The results of this research call into question the behavioral outcomes of community-based preceptor faculty development. The authors observed and interviewed community-based preceptors who had completed at least one faculty development workshop. Observers focused on teaching styles (i.e. assertive, suggestive, collaborative, facilitative), methods (i.e. didactic, interactive, direct observation) and skills of giving feedback, evaluation and managing the problem student. A questionnaire was developed to tap self-perceptions of 1) barriers and facilitators to teaching, 2) impact of faculty development on teaching, 3) future faculty development needs, and 4) desire for teaching rewards.
A total of 79 faculty-student-patient encounters were observed involving 13 community-based faculty. While preceptors reported that faculty development sessions had improved their teaching skills, there was little statistical correlation between self-assessed and observed skills. Observation reveals that interactive discussion, direct observation, feedback and problem management skills were still lacking.
For more information about this article and author(s), visit the Medical Education website.
Articles from Medical Education
Faculty Development Articles