title: The impact of the Stanford Faculty Development Program on ambulatory teaching behavior.
abstract: BACKGROUND
  Faculty development has received considerable investment of resources from medical institutions, though the impact of these efforts has been infrequently studied.
  
  
  OBJECTIVE
  To measure the impact of the Stanford Faculty Development Program in Clinical Teaching on ambulatory teaching behavior.
  
  
  METHODS
  Pre-post.
  
  
  METHODS
  Eight internal medicine faculty participating in local faculty development.
  
  
  METHODS
  Participants received 7 2-hour sessions of faculty development. Each session included didactic, role-play, and videotaped performance evaluation.
  
  
  METHODS
  Before and after the intervention, faculty were video-taped during a case presentation from a standardized learner, who had been trained to portray 3 levels of learners: a third-year medical student, an intern, and a senior medical resident. Teacher and learner utterances (i.e, phrases) were blindly and randomly coded, using the Teacher Learner Interaction Analysis System, into categories that capture both the nature and intent of the utterances. We measured change in teaching behavior as detected through analysis of the coded utterances.
  
  
  RESULTS
  Among the 48 videotaped encounters, there were a total of 7,119 utterances, with 3,203 (45%) by the teacher. Examining only the teacher, the total number of questions asked declined (714 vs 426, P=.02) with an increase in the proportion of higher-level, analytic questions (44% vs 55%, P<.0001). The quality of feedback also improved, with less "minimal" feedback (87% vs 76%, P<.0005) and more specific feedback (13% vs 22%) provided.
  
  
  CONCLUSIONS
  Teaching behaviors improved after participation in this faculty development program, specifically in the quality of questions asked and feedback provided.
authors.affiliation: Department of Medicine, Walter Reed Army Medical Center, Washington, DC 20307, USA. elizabeth.berbano@na.amedd.army.mil
authors.forename: Elizabeth P
authors.initials: EP
authors.lastname: Berbano
authors.forename: Robert
authors.initials: R
authors.lastname: Browning
authors.forename: Louis
authors.initials: L
authors.lastname: Pangaro
authors.forename: Jeffrey L
authors.initials: JL
authors.lastname: Jackson
mesh_terms: D000553:Ambulatory Care; D002140:California; D004501:Education, Medical / Q000379:methods*; D005180:Faculty, Medical; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D007400:Interprofessional Relations; D015397:Program Evaluation; D013192:Staff Development; D013663:Teaching / Q000379:methods*