Abstract
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%).
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This work was supported by funding from the Association of Professors of Medicine and by the following federal (DHHS) fellowship training grants: NHLBI 2T32 HL07180 (JMC), HRSA 5T32 PE 10025 (TKH), and HRSA 6D14HP00049-02 (RBL).
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Houston, T.K., Ferenchick, G.S., Clark, J.M. et al. Faculty development needs. J GEN INTERN MED 19, 375–379 (2004). https://doi.org/10.1111/j.1525-1497.2004.30619.x
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DOI: https://doi.org/10.1111/j.1525-1497.2004.30619.x