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Biomedical subjects

F T Stritter

Publications and source records attributed to F T Stritter.

At least 37 records · Page 2Linked to original sources
PubMed1986

Assessment Center. A model for professional development and evaluation.

The concern for ensuring the competence of physical therapists subsequent to their entry into the profession led the Missouri Physical Therapy Association to develop a mechanism that could be used both to assess competence and to foster professional growth. A self-assessment system using a multimethod testing scheme was designed and named The Assessment Center. Participation in The Assessment Center enables individuals to assess voluntarily their own practice competence and to use the results of this assessment to plan educational pursuits that may enhance professional growth. The purpose of this article is to describe the structure and operations of The Assessment Center. Proposals for further development of the testing scheme and diffusion of the project's concept are discussed.

Educational Measurement↗
PubMed1983

Congruence between residents' and clinical instructors perceptions of teaching in outpatient care centres.

This paper describes a study to determine the extent of agreement about clinical teaching between clinical instructors and their house officers in selected family practice centres. Their perceptions were compared with regard to (1) clinical content emphasized, and (2) specific clinical teaching behaviours used by the instructors. Two versions of a questionnaire were used to assess views, and multivariate and univariate analyses of variance used to determine differences. The results suggest that the instructors differed from their house officers on certain dimensions and not on others. Those differences are discussed and strategies are suggested for increasing the agreement with the expectation that more agreement about educational preferences and expectations would enhance house officers' clinical learning in the centres.

Ambulatory Care Facilities↗
PubMed1982

Resident preferences for the clinical teaching of ambulatory care.

The content and teaching behaviors of clinical teaching in ambulatory care and, in particular, in family practice centers are important to residents as they attempt to learn the varied aspects of patient care. This paper is based on a study of family medicine residents' preferences for the content areas of family medicine emphasized by those attending physicians perceived by the residents as the "best" clinical teachers in their respective centers. Also included in the study were the specific teaching behaviors of those same clinical teachers. A statistical analysis of the preferences of residents provided an indication of the dimensions of clinical teaching in resident education. Further, certain individual characteristics of residents were found to influence their perceptions. It was concluded that selected content areas should receive more emphasis and that the human aspects of clinical teaching are more important than technical teaching skills. These perceptions were helpful in suggesting ways of improving the teaching of residents and faculty development.

Ambulatory Care↗
PubMed1981

A multi-component program to increase family physicians' faculty skills.

A fellowship program designed to increase nonclinical faculty skills among academic family physicians is described. In contrast to most faculty development programs, the fellowship is continuous for a full academic year and involves activities at a university medical center and the participants' home settings. The fellowship curriculum addresses five components of the academic physician's responsibilities: (a) curriculum planning, evaluation, and instruction; (b) clinical and educational research; (c) professional and organizational development; (d) ethics and human values; and (e) professional communication. Methods of program planning and operation are discussed, and particular attention is given to the match between the fellowship curriculum and the realities of academic medical work. Preliminary evidence suggests the program is achieving its intended goals.

Curriculum↗
PubMed1981

A clinical clerkship in a multicenter setting: an appraisal.

This paper describes the organization and evaluation of a third-year clerkship in obstetrics and gynecology conducted in a multiple-hospital setting. No difference was detected in objective test performance of students based on the site of the clerkship or in the subjective evaluation of students by faculty in the community hospitals. Students do spend their time in the various hospitals differently, but this seems more attributable to the individuality of specific hospitals than to the university-community dichotomy. PG 1 performance of graduates of the program compares favorably with that of graduates of other schools. It was concluded that community hospitals can carry out their primary responsibility of patient care while making an effective contribution to a university teaching program.

Education, Medical, Undergraduate↗
PubMed1978

A systematic comparison of teaching hospital and remote-site clinical education.

This paper present a methodology for examining activities of medical students on multisite clinical clerkships to determine whether differences exist in the educational experience offered at various sites. Five criterion variables are explored: distribution of student activities, type or class of clinical conditions encountered by students, degree of "esoterism" of those conditions, type of student role, and flexibility of student role. A format for data collection, employing a specially designed activity recording pad, was developed as part of the study. Application of this method to a clerkship in obstetrics and gynecology documents the existence of systematic differences in the educational experiences offered at different sites, particularly with regard to type of activities undertaken and conditions encountered. Most notably, the results suggest that it is fallacious to dichotomize clerkship sites as "academic" or "community" based. It is found that community hospitals themselves can differ markedly and offer an experience paralleling that of the academic referral center.

Clinical Competence↗
PubMed1977

A self-instructional approach to imagery training for medical students.

At the University of North Carolina School of Medicine, 110 first-year medical students were randomly assigned to experimental and control groups. Before the experimental group began the academic year, they were trained in visual imagery by means of 4 self-instructional units. Subsequently, both groups were given a criterion test to assess their ability to process and retrieve information. The investigators concluded that visual imagery can be taught and that it may help some medical students.

Association Learning↗
PubMed1975

A residency elective in medical education.

A three-month elective in medical education was undertaken by a first-year resident to obtain a background to prepare for a potential career in academic medicine and medical student teaching. This experience, jointly sponsored by the Department of Obstetrics and Gynecology and the Office of Medical Studies of the University of North Carolina School of Medicine, permitted the resident to investigate components of the clinical teaching-learning encounter, suggest means of improving clinical instruction, and develop a series of self-instructional materials. Stemming from this experience, a workshop on clinical teaching skills for faculty and house staff has been designed, and four self-instructional units on family planning have been added to the teaching program on the Department of Obstetrics and Gynecology. Benefits to the resident of the elective are outlined, and guidelines for similar experiences are suggested.

Curriculum↗
PubMed1975

Clinical teaching reexamined.

In an effort to determine the most effective clinical teaching behaviors of clinical teachers or preceptors in individual or small group settings, investigators at the University of North Carolina and the University of Alabama developed an instrument to survey all clinical medical students at the two institutions. This process resulted in a compilation of the specific behaviors found to be most helpful to the responding students in facilitating their clinical learning. All items were then factor analyzed, resulting in six more general teaching dimensions or factors being identified. There were active student participation, preceptor attitude toward teaching, emphasis on applied problem-solving, a student-centered instructional strategy, humanistic orientation, and emphasis on content and research. The more specific behaviors which loaded on each factor were also examined.

Alabama↗