Ps. Lye et al., CLINICAL TEACHING ROUNDS - A CASE-ORIENTED FACULTY-DEVELOPMENT PROGRAM, Archives of pediatrics & adolescent medicine, 152(3), 1998, pp. 293-295
Objective: To improve clinical teaching with emphasis on improving pro
vision of feedback through a faculty development series modeled on cli
nical rounds. Method: Seven 1-hour conferences were held for the pedia
tric faculty during the academic year 1994-1995. Clinical rounds were
emulated, with a simulated learner functioning as the patient with a c
hief complaint of some instructional problem. The conferences progress
ed from discussion about teaching in a particular situation, to videot
apes of clinical teaching, and finally to live clinical teaching. Eval
uation of the conferences was assessed by attendance records, particip
ants' evaluations of the conferences, and comparing student and reside
nt evaluations of faculty who attended (ie, those who attended greater
than or equal to 2) with faculty who did not attend. Comparisons were
made for the academic year before and after the conferences using pai
red t tests. Results: Forty percent of the faculty attended 2 or more
conferences. Mean conference ratings were 4.00 to 4.35, (1 is poor; 5,
excellent). Faculty who attended had a significant improvement in rat
ings for feedback (P=.01) and overall teaching effectiveness (P=.04).
Ratings for faculty who did not attend did not change. Conclusion: The
se conferences were well received by the faculty and are an effective
way to improve clinical teaching.