دورية أكاديمية
Faculty development needs.
| العنوان: | Faculty development needs. |
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| المؤلفون: | Houston TK; University of Alabama at Birmingham School of Medicine, Birmingham, Alabama 35294-3407, USA. tkhouston@uabmc.edu, Ferenchick GS, Clark JM, Bowen JL, Branch WT, Alguire P, Esham RH, Clayton CP, Kern DE |
| المصدر: | Journal of general internal medicine [J Gen Intern Med] 2004 Apr; Vol. 19 (4), pp. 375-9. |
| نوع المنشور: | Comparative Study; Journal Article; Research Support, U.S. Gov't, P.H.S. |
| اللغة: | English |
| بيانات الدورية: | Publisher: Springer Country of Publication: United States NLM ID: 8605834 Publication Model: Print Cited Medium: Print ISSN: 0884-8734 (Print) Linking ISSN: 08848734 NLM ISO Abbreviation: J Gen Intern Med Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: Secaucus, NJ : Springer Original Publication: [Philadelphia, PA] : Hanley & Belfus, [c1986- |
| مواضيع طبية MeSH: | Needs Assessment*, Faculty, Medical/*organization & administration , Internal Medicine/*education, Adult ; Female ; Hospitals, Teaching ; Humans ; Male ; Middle Aged ; Private Practice ; Program Development ; Teaching |
| مستخلص: | We compared prior training in 4 areas (general teaching skills, teaching specific content areas, teaching by specific methods and in specific settings, and general professional skills) among community-based teachers based in private practices (N = 61) compared with those in community sites operated by teaching institutions (N = 64) and hospital-based faculty (N = 291), all of whom attended one of three national faculty development conferences. The prevalence of prior training was low. Hospital-based faculty reported the most prior training in all 4 categories, teaching hospital affiliated community-based teachers an intermediate amount, and private practice community-based teachers the least (all P <.05). This association remained after multivariable adjustment for age, gender, and amount of time spent in teaching and clinical activities. Preferences for future training reported frequently by the private practice community-based teachers included: time management (48%); teaching evidence-based medicine (46%); evaluation of learners (38%); giving feedback (39%); outpatient precepting (38%); and "teaching in the presence of the patient" (39%). |
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| معلومات مُعتمدة: | T32 HL007180 United States HL NHLBI NIH HHS; 2T32 HL07180 United States HL NHLBI NIH HHS; 5T32 PE10025 United States PE BHP HRSA HHS; 6D14HP00049-02 United States PHS HHS |
| تواريخ الأحداث: | Date Created: 20040406 Date Completed: 20040727 Latest Revision: 20181113 |
| رمز التحديث: | 20221213 |
| مُعرف محوري في PubMed: | PMC1492199 |
| DOI: | 10.1111/j.1525-1497.2004.30619.x |
| PMID: | 15061747 |
| قاعدة البيانات: | MEDLINE |
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Full Text Finder | تدمد: | 0884-8734 |
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| DOI: | 10.1111/j.1525-1497.2004.30619.x |