Teaching the Medical Interview: Methods and Key Learning Issues in a Faculty Development Course
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To describe the American Academy on Communication in Healthcare’s (AACH) Faculty Development Course on Teaching the Medical Interview and report a single year’s outcomes.
We delivered a Faculty Development course on Teaching the Medical Interview whose theme was relationship-centered care to a national and international audience in 1999. Participants completed a retrospective pre-post assessment of their perceived confidence in performing interview, clinical, teaching, and self-awareness skills.
PARTICIPANTS AND SETTING
A total of 79 participants in the 17th annual AACH national faculty development course at the University of Massachusetts Medical School in June 1999.
A 5-day course utilized the principles of learner-centered learning to teach a national and international cohort of medical school faculty about teaching the medical interview.
MEASUREMENTS AND MAIN RESULTS
The course fostered individualized, self-directed learning for participants, under the guidance of AACH faculty. Teaching methods included a plenary session, small groups, workshops, and project groups all designed to aid in the achievement of individual learning goals. Course outcomes of retrospective self-assessed confidence in interview, clinical, teaching, self-awareness, and control variables were measured using a 7-point Likert scale. Participants reported improved confidence in interview, clinical, teaching, and self-awareness variables. After controlling for desirability bias as measured by control variables, only teaching and self-awareness mean change scores were statistically significant (p < .001).
The AACH Faculty Development course on Teaching the Medical Interview utilized learner-centered teaching methods important to insure learning with experienced course participants. Perceived teaching and self-awareness skills changed the most when compared to other skills.
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- Teaching the Medical Interview: Methods and Key Learning Issues in a Faculty Development Course
Journal of General Internal Medicine
Volume 22, Issue 12 , pp 1718-1724
- Cover Date
- Print ISSN
- Online ISSN
- Additional Links
- medical interview
- physician–patient relations
- faculty development
- educational methods
- Industry Sectors
- Author Affiliations
- 1. American Academy on Communication in Healthcare (DSH, MH, DS, RS), Chesterfield, MO, USA
- 2. Division of General Medicine (DSH), University of Massachusetts Medical School, Worcester, MA, USA
- 7. Division of General Medicine and Primary Care, University of Massachusetts Memorial Medical Center, Worcester, MA, USA
- 3. Office of Medical Education (SVB), University of Massachusetts Medical School, Worcester, MA, USA
- 4. Department of Medical Education, Cleveland Clinic (MH), Cleveland, OH, USA
- 5. Department of Family Medicine and Rural Health and the Office of Medical Education, College of Medicine, Florida State University (DS), Tallahassee, FL, USA
- 6. Department of Medicine, Michigan State University (RS), Lansing, MI, USA