AN EVALUATION OF TEACHING-METHODS UTILIZED DURING AN HIV MINIRESIDENCY COURSE FOR THAI PHYSICIANS

This study examines the efficacy of medical education methods in impro ving the knowledge base and clinical skills of participants attending: a 2-day miniresidency course in HIV infection. Instructional methods included: a didactic lecture format, diagnostic algorithm presentation , color slide photographic demonstration, bedside teaching rounds, and ''meet-the-professor'' sessions. Questions to assess the various inst ructional formats were administered and teaching methods were evaluate d. Fifty-seven Thai physicians, highly exposed to HIV patient care dut ies, completed both precourse and postcourse tests. Overall, significa nt improvement was noted in participant's final global test score. How ever, discrepancies existed among the efficacy of instructional method s. Recognizing physical signs of HIV infection, as taught by slide pho tographs, revealed a high baseline level of expertise. Statistically s ignificant postcourse gains were made in physician's diagnostic decisi on-making: ability and basic knowledge of HIV and AIDS taught respecti vely by the methods of a teaching algorithm and didactic lecture. Desp ite the latter, participants performed poorly regarding HIV case manag ement. This observation may be related to test design and cultural dif ferences but likely underscores the difficulty in imparting clinical H IV management skills to course participants over a short period of tim e. Future continuing medical education (CME) courses intended to enhan ce physician care for the HIV infected must strive to refine evaluatio n methods for assessing case management skills while exploring innovat ive instructional techniques when current methods are ineffective.