دورية أكاديمية
Faculty development needs.
العنوان: | Faculty development needs. |
---|---|
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%). |
References: | Acad Med. 1997 May;72(5):448-9. (PMID: 10676381) Acad Med. 2001 Apr;76(4 Suppl):S121-6. (PMID: 11299184) Am J Med. 2001 Nov;111(7):588-92. (PMID: 11705447) J Gen Intern Med. 2004 Mar;19(3):205-14. (PMID: 15009774) Am J Med. 1999 Sep;107(3):193-7. (PMID: 10492310) Acad Med. 1995 May;70(5):366-9. (PMID: 7748380) J Fam Pract. 1997 Dec;45(6):487-94. (PMID: 9420584) Acad Med. 1999 Jan;74(1 Suppl):S70-4. (PMID: 9934313) Am J Med. 1999 Jan;106(1):76-80. (PMID: 10320121) Am J Dis Child. 1993 Jan;147(1):49-53. (PMID: 8418599) |
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 |
كن أول من يترك تعليقا!