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DEVELOPMENT OF A MODEL FOR FACULTY DEVELOPMENT IN POSTGRADUATE MEDICAL EDUCATION
Abstract
The purpose of this study was to develop and implement a conceptual model for faculty development in a postgraduate family medicine residency training program, specifically the Lincoln Family Practice Residency Training Program. More specifically, the study was designed to achieve the following objectives: (1) To develop a conceptual model for faculty development based on a review of the literature. (2) To implement the model in an existing family practice residency training program, the Lincoln Family Practice Residency Training Program. (3) To describe and assess the effectiveness of the techniques utilized in implementing the model and in developing the desired skills. (4) To determine if a change in faculty teaching strategies occurred. Basic procedures followed in this study were to design a conceptual model based on a review of the literature. A questionnaire was utilized to identify "ideal" teaching skills that could be used in the clinical teaching setting and to record their "actual" usage, and to document any changes that might occur in either the "ideal" or "actual" use of those skills during the course of the study. A Communication Analysis System was developed and utilized to analyze actual teaching encounters and to provide a method for faculty to record actual changes in their clinical teaching strategies. The following conclusions were supported by the study: (1) The models presented in Chapter II facilitated the conceptual design of a faculty development program in postgraduate medical education and provided a mechanism for improving clinical teaching skills. (2) Faculty members involved in the study did identify teaching skills which should and could be used in the clinical teaching setting. (3) Faculty members were able to utilize the Communication Analysis System to identify specific communication skills utilized in resident-faculty encounters. (4) Faculty members were able to analyze the results of their encounters and identify specific changes in resident responses that they felt would improve the clinical teaching encounter. (5) Faculty members were able to change their teaching styles and skills to achieve desired outcomes.
Subject Area
Health education
Recommended Citation
GEORGE, JOHN H, "DEVELOPMENT OF A MODEL FOR FACULTY DEVELOPMENT IN POSTGRADUATE MEDICAL EDUCATION" (1981). ETD collection for University of Nebraska-Lincoln. AAI8208352.
https://digitalcommons.unl.edu/dissertations/AAI8208352