Faculty development needs.
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%).
Houston
Thomas K
TK
University of Alabama at Birmingham School of Medicine, Birmingham, Alabama 35294-3407, USA. tkhouston@uabmc.edu
Ferenchick
Gary S
GS
Clark
Jeanne M
JM
Bowen
Judith L
JL
Branch
William T
WT
Alguire
Patrick
P
Esham
Richard H
RH
Clayton
Charles P
CP
Kern
David E
DE
D000328:Adult; D005180:Faculty, Medical / Q000458:organization & administration*; D005260:Female; D006784:Hospitals, Teaching; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D008297:Male; D008875:Middle Aged; D020380:Needs Assessment; D011331:Private Practice; D016730:Program Development; D013663:Teaching