title: Faculty perceptions of effective ambulatory care teaching.
abstract: The authors interviewed faculty members to determine their perceptions of what constitutes effective teaching in the ambulatory setting. They conducted semistructured interviews with experienced clinician-tutors who supervise residents in two internal medicine clinics. Tutors identified similarities as well as important differences between inpatient teaching and outpatient teaching. Questioning, role modeling, and emphasizing general principles and concept comprehension can be used effectively in both settings. On the other hand, the two settings differ strikingly in teaching of problem solving, bedside teaching, and provision of feedback. Many characteristics of the setting influence outpatient teaching, but the tutors offered differing viewpoints about whether these characteristics are beneficial or detrimental.
authors.affiliation: Division of General Internal Medicine, McGill University, Montreal, Quebec, Canada.
authors.forename: T H
authors.initials: TH
authors.lastname: Loftus
authors.forename: P J
authors.initials: PJ
authors.lastname: McLeod
authors.forename: L S
authors.initials: LS
authors.lastname: Snell
mesh_terms: D000553:Ambulatory Care; D002983:Clinical Competence; D004503:Education, Medical, Graduate; D007396:Internship and Residency; D007407:Interviews as Topic; D010045:Outpatients; D010817:Physician-Patient Relations; D013663:Teaching