Advances in Health Sciences Education

, Volume 2, Issue 1, pp 9–16

Faculty Perceptions of Learning while Teaching in Doctoring

  • Stuart J. Slavin
  • Michael S. Wilkes
  • Richard P. Usatine

DOI: 10.1023/A:1009717607934

Cite this article as:
Slavin, S.J., Wilkes, M.S. & Usatine, R.P. Adv Health Sci Educ Theory Pract (1997) 2: 9. doi:10.1023/A:1009717607934


Purpose: To assess the acquisition of clinical knowledge and skills by faculty teaching in Doctoring.

Method: Thirty-six faculty teaching in Doctoring II were given surveys at the start and end of six educational modules. These surveys assessed faculty perceptions of their own knowledge and skills related to key learning objectives for each module. Pre-test and post-test means were compared using paired t-tests and 95% confidence limits were calculated.

Results: The average response rate was 72% for each module. Faculty reported increases in knowledge and skills for each of the six modules. Post-test mean ratings were significantly higher than pre-test mean ratings for 48 out of the 56 learning objectives. The greatest increases were seen in the domestic violence and smoking cessation modules. Faculty rated tutorial sessions with students highest in terms of contribution to their own learning.

Conclusion: The results suggest that faculty acquire new knowledge and skills as a result of teaching in Doctoring. Problem-based courses such as Doctoring that deal in an integrated fashion with subjects such as ethics, law, prevention, evidence-based medicine and domestic violence can serve as important and effective vehicles for faculty development.

continuing medical educationfaculty developmentmedical educationproblem-based learning

Copyright information

© Kluwer Academic Publishers 1996

Authors and Affiliations

  • Stuart J. Slavin
    • 1
  • Michael S. Wilkes
    • 2
  • Richard P. Usatine
    • 3
  1. 1.Department of Pediatrics, UCLA School of MedicineUniversity of CaliforniaLos AngelesUSA
  2. 2.Division of General Internal Medicine and Health Services ResearchUSA
  3. 3.Division of Family MedicineUSA