title: Faculty development for ambulatory teaching.
abstract: This paper deals with helping faculty members and others learn to teach more effectively in ambulatory settings. First it suggests ways to help clinicians expand and update their knowledge and skills in ambulatory medicine as a foundation for teaching. Next it identifies six skills--establishing mutual expectations, setting limited teaching goals, asking questions, stimulating self-directed learning, giving feedback, and capitalizing on role modeling--that are basic to effective ambulatory teaching. Then it presents strategies for developing and maintaining such skills: assessment of teaching, consultation with experts in education, and participation in programs such as workshops. The paper ends by discussing aspects of institutional support and calling for research on the impact of faculty development efforts on teaching and learning in medicine.
authors.affiliation: Harvard Medical School, Boston, MA 02115.
authors.forename: L
authors.initials: L
authors.lastname: Wilkerson
authors.forename: E
authors.initials: E
authors.lastname: Armstrong
authors.forename: L
authors.initials: L
authors.lastname: Lesky
mesh_terms: D000553:Ambulatory Care; D002983:Clinical Competence; D003479:Curriculum; D005180:Faculty, Medical; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D007396:Internship and Residency; D013663:Teaching / Q000379:methods*; D014481:United States