title: Clinical teaching improvement: past and future for faculty development.
abstract: Faculty development programs have focused on the improvement of clinical teaching for several decades, resulting in a wide variety of programs for clinical teachers. With the current constraints on medical education, faculty developers must reexamine prior work and decide on future directions. This article discusses 1) the rationale for providing faculty development for clinical teachers, 2) the competencies needed by clinical teachers, 3) the available programs to assist faculty to master those competencies, and 4) the evaluation methods that have been used to assess these programs. Given this background, we discuss possible future directions to advance the field.
authors.affiliation: Department of Medicine, Stanford University, Palo Alto, Calif, USA.
authors.forename: K M
authors.initials: KM
authors.lastname: Skeff
authors.forename: G A
authors.initials: GA
authors.lastname: Stratos
authors.forename: W K
authors.initials: WK
authors.lastname: Mygdal
authors.forename: T G
authors.initials: TG
authors.lastname: DeWitt
authors.forename: L M
authors.initials: LM
authors.lastname: Manfred
authors.forename: M E
authors.initials: ME
authors.lastname: Quirk
authors.forename: K B
authors.initials: KB
authors.lastname: Roberts
authors.forename: L W
authors.initials: LW
authors.lastname: Greenberg
mesh_terms: D002982:Clinical Clerkship; D003479:Curriculum / Q000639:trends; D004493:Education / Q000639:trends*; D004502:Education, Medical, Continuing / Q000639:trends*; D005180:Faculty, Medical; D005194:Family Practice / Q000193:education*; D005257:Fellowships and Scholarships / Q000639:trends*; D005544:Forecasting; D006801:Humans; D015397:Program Evaluation; D014481:United States