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At least 19 recordsLinked to original sources
PubMed2001

Comparing teaching and non-teaching hospitals: a frontier approach (teaching vs. non-teaching hospitals).

This paper compares teaching and non-teaching hospitals in terms of their provision of patient services. We proceed by comparing the frontiers of the teaching and non-teaching hospitals using a data envelopment (DEA) type approach, which we apply to a sample of 236 teaching hospitals and 556 non-teaching hospitals operating in the US in 1994. Our results suggest that only about 10% of the teaching hospitals can effectively "compete" with non-teaching hospitals based on the provision of patient services.

Data Collection↗
PubMed1997

General practitioner teaching in the community: a study of their teaching experience and interest in undergraduate teaching in the future.

BACKGROUND: In line with the General Medical Council (GMC) recommendations for undergraduate teaching, many medical schools are implementing new programmes of community-based teaching. Little is known about the enthusiasm of general practitioners (GPs) for, or their ability to undertake, an additional teaching role. AIM: To assess the reservoir of teaching experience among GPs and, in particular, their undergraduate teaching experience, their views on the rewards and problems of teaching, their interest in teaching in the future, and their needs for support. METHOD: Postal questionnaire sent to all 417 GP principals with Lambeth, Southwark, and Lewisham family health service authorities (FHSAs) in January 1995. RESULTS: We achieved a 74% (310/417) response rate. A total of 86% (261/303) of GPs have some sort of teaching experience in their current practice. A large number of medical and non-medical subjects are already being taught. Overall, 75% (228/303) of GPs had experience of undergraduate teaching. Only 13% (41/303) had no teaching experience of any kind. Very few responders felt that teaching was best done in hospital. Different rewards and problems of teaching were perceived by undergraduate teaching GPs and other GPs. There was a high level of interest in undergraduate teaching in the future and a demand for a variety of support measures from medical schools. CONCLUSIONS: New community-based programmes are likely to receive support from GPs, but the vital issues of time, adequate financial reward, and teacher training must be addressed by medical schools if large-scale changes in undergraduate teaching are to be achieved.

Adult↗
PubMedDate not supplied

Teach what?: reflections on the transition from hospital teaching to teaching in the community.

For a nurse educator, the sudden assignment to teaching in the community after years of hospital teaching and practice can cause distress. While persons with such experience do not possess the skills to teach the care of aggregate populations, they can be successful in teaching students to care for patients in their homes and in other community settings. Participating in on-site orientation, developing perspectives that recognize patient autonomy and the significance of family context, and using more discovery learning strategies enable faculty to achieve course goals and to contribute to curricular goals.

Community Health Nursing↗
PubMed1976

Teaching psychologists to teach psychology: the improvement of teaching skills in health service professions.

The need to improve the quality of teaching received by health service professionals is apparent from several recent reports. A short course of approximately 10 class hours is described, as used to train clinical psychologists in teaching method, with particular reference to teaching nurses. Problems of lecture content and preparation are discussed, emphasis is laid on the use of varied and active teaching methods, and the need for feedback from the students. The course was well received by students, and acceptable into an already crowded curriculum.

Education, Nursing↗
PubMed1990

[The integration of teaching and care in a teaching institution and in a teaching hospital of Porto Alegre: the experience of a working group].

This study presents the first stage of the work developed by teachers from The School of Nursing of Universidade Federal do Rio Grande do Sul and nurses from Hospital de Clínicas de Porto Alegre in order to elaborate a Project for Teaching-Assistance Integration. The authors explain their experience in a professional group, the methodology used as well the diagnostic of the reality in those Institutions related to teaching, assistance, research and administration.

Brazil↗
PubMed2006

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

Colorado↗
PubMed2000

WAAVP/Pfizer award for excellence in teaching veterinary parasitology: teaching of veterinary parasitology--quo vadis?

Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional hours are required for instructions on clinical cases in approaches focussed on animal species and/or organ diseases. As there is a need for discussing teaching issues, post-graduate specialization, and continuing education in parasitology and related disciplines on national and international levels, it is recommended to WAAVP to include regular workshops on teaching in the programmes of the biannual conferences, and to establish a permanent committee which should collect information and submit proposals for improvement of teaching veterinary parasitology.

Animals↗
PubMed2000

Teaching on the run: teaching skills for surgical trainees.

BACKGROUND: Increasing recognition of the need for training in teaching skills for clinical teachers has coincided with data that registrars and residents conduct much 'on the job' teaching as part of their routine work. While attention has been devoted to training consultants, support for the teaching role of the junior staff has been relatively neglected. The aim of the present report is to describe the teaching experiences of surgical registrars and the impact of a registrar teaching workshop. METHOD: A half-day programme combining presentation and discussion of surgical teaching with practical skills sessions was designed for surgical registrars at Prince of Wales Hospital. The programme included observation and feedback of brief teaching simulations at the bedside of volunteer patients to newly commenced clinical students, and small group sessions on clinic and operating theatre teaching. A pre-workshop questionnaire sought information about the registrars' own teaching, and a survey 3 months after the workshop determined if any changes to teaching practice had occurred. RESULTS: The registrars were generally moderately to very confident with their teaching ability but more than 75% felt that they were more confident after the workshop. Only three of 39 registrars had received any instruction aimed at improving their teaching skills, yet 34/39 had taught either on the ward, in the clinics or in the operating room. Follow-up after 3 months revealed that most registrars were enjoying their teaching tasks more, and half had increased their teaching since the workshop and began discussing teaching with their surgical colleagues. CONCLUSIONS: The present project demonstrates that relatively brief interventions focused on skill development may enhance the confidence and enjoyment of junior clinical teachers and increase the frequency of 'teaching on the run'.

Attitude of Health Personnel↗
PubMed2003

Development and implementation of a relative value scale for teaching in emergency medicine: the teaching value unit.

UNLABELLED: Relative value units exist for measuring clinical productivity. Limited objective measures exist, however, for nonclinical activities, specifically teaching. OBJECTIVE: To develop an objective measure of teaching productivity linked to a performance-based incentive plan. METHODS: Teaching goals and objectives were identified before the 1998-1999 academic year. Teaching value units (TVUs), objective measures for quantifying teaching activities, were developed and assigned based on an estimation of time needed to complete each activity and weighted for importance to the teaching mission. Each physician was allocated teaching time based on past performance and future goals. Targeted TVUs necessary to meet expectations were proportionate to allocated teaching time. Teaching productivity was defined as a percentage of targeted TVUs achieved. Incentive dollars for teaching were distributed based on percentage of targeted TVUs achieved, weighted individually for teaching load. RESULTS: Teaching productivity was evaluated over a three-year period. In year 1, mean TVUs allocated/physician were 181 units (range 25 to 449). Four of 18 physicians (22%) met expectations. The mean individual TVUs achieved were 54% of expected (range 0% to 114%). By year 3, mean TVUs allocated/physician were 179 (range 45 to 629). Twelve of 22 physicians (55%) met expectations. The mean individual TVUs achieved were 82% of expected (range 11% to 146%). Between year 1 and year 3, group productivity increased from 73% to 88%, and mean individual productivity increased from 54% to 82% (p = 0.01). CONCLUSIONS: The development of a TVU-based system enabled objective quantification and monitoring of a broad range of teaching activities. The TVU-based system linked to an incentive plan helped to increase individual and group teaching productivity.

Emergency Medicine↗
PubMed2005

Estimating the patient care costs of teaching in a teaching hospital.

PURPOSE: Because leaders at medical schools and teaching hospitals need current data to estimate the clinical costs of graduate medical education, the authors developed a new methodology to estimate the hospital costs associated with the presence of teaching physicians for the year 2002. METHOD: A hospital accounting system was used to determine the case mix-adjusted direct variable costs for 41,522 inpatient admissions associated with or without a teaching physician. RESULTS: Prior to adjustment, teaching cases had greater median costs than non-teaching cases. After severity adjustment, teaching cases in aggregate were associated with an additional 4.4% of the total direct variable cost of inpatient admissions, or US 3.6 million dollars. The size of the teaching effect varied by service, ranging from -5.7% for medical services to 13 percent for behavioral services. The effect of teaching on cost centers such as laboratory, pharmacy, and radiology varied by specialty service. Teaching was associated with a negligible 0.7% relative difference in length of stay. CONCLUSION: The incremental effects of teaching on hospital patient care costs are modest. These analyses can be repeated annually to detect changes in teaching costs and to target areas of excessive cost for interventions that improve efficiency. Our results and methods for identifying hospital costs associated with teaching services may prove useful in negotiations between academic health centers and affiliated teaching hospitals.

Education, Medical, Graduate↗
PubMed1996

Improving residents' teaching skills and attitudes toward teaching.

OBJECTIVE: To determine whether a short, 3-hour teaching skills workshop could improve residents' teaching performances and attitudes toward teaching. DESIGN: Controlled study. PARTICIPANTS AND SETTING: Forty-four second- and third-year residents in a university-based internal medicine residency program. INTERVENTIONS: Twenty-two residents were assigned to a nonparticipant (control) group, and 22 residents were assigned to a 3-hour teaching skills workshop designed to help them establish a positive learning climate and provide effective feedback to medical students. MEASUREMENTS: Questionnaires completed by medical students and residents that measured the residents' abilities to establish a positive learning climate and provide feedback, their overall teaching skills, and their attitudes toward teaching. RESULTS: Four months after the workshop intervention, workshop participants improved their learning climate and feedback according to student evaluations (p = .02, p = .001, respectively) and resident self-assessments (p = .002, p = .01, respectively) compared with nonparticipants. Overall teaching skills were not significantly changed (p = .20 for student evaluation and p = .09 for self-assessments). Workshop participants also gained more confidence in their teaching (p = .001), and adopted more learner-centered approaches to teaching than did nonparticipants. CONCLUSIONS: A 3-hour instructional workshop is a feasible and effective method to help residents improve their teaching skills, their confidence in teaching, and the approaches they use to teach medical students on the wards.

Adult↗
PubMed2004

Training the trainers: do teaching courses develop teaching skills?

OBJECTIVE: This paper reports on consultants' self-assessed changes in their teaching and training practices over an 8-10-month period. It compares the changes between a group undergoing a 3-day teaching course (participants) and a sample group taken from the course waiting list (controls). METHOD: A questionnaire listing 18 teaching skills was given to the participants immediately prior to the course and 8-10 months later, and to the controls at the same time intervals. Respondents were asked to rate their ability, frequency of use of each skill, as well as their teaching confidence and effectiveness. Additionally, the second questionnaire asked respondents to identify changes they had made to their teaching. A total of 63% (54) of participants and 51% (23) of controls completed both questionnaires. Changes of 2 + on the rating scales were seen as genuine. The number of such changes was calculated for each individual and on each skill for the 2 groups. Data were analysed using a Mann-Whitney U-test. RESULTS: The majority of course participants reported positive changes in teaching ability on a significantly greater number of skills than did the control group. As a group, changes in ability in 16 of the teaching skills were significantly greater for the participants than for the controls. Increased ability resulted in participants' increased frequency of use of only 4 of the teaching skills. The majority in the participant group reported changes to their teaching. Only a minority in the control group reported such changes. These changes were consistent with course topics and the teaching skills needed to meet General Medical Council recommendations for the education of new doctors. CONCLUSIONS: The teaching course is an effective vehicle for increasing consultants' teaching skills.

Education, Medical, Undergraduate↗
PubMed2006

[Epidemiologic study on the status quo of teaching behaviors of teachers in a medical university and its influence on teaching quality].

OBJECTIVE: To analyze the status quo of teaching behaviors of teachers in a medical university and identify the factors affecting teaching behaviors to improve the teaching quality. METHODS: All the staff conducting direct teaching in a medical college were investigated by cross-sectional survey and case-control study. Logistic regression model was established, with the results of teaching quality as dependent variable and influential factors as independent variable. The case-control study was conducted by one-way analysis of unconditional logistic regression and logistic multivariate analysis. RESULTS: The differences in teaching quality among 38 various teaching behaviors of the university teachers were significant. Four factors in teaching behaviors were found to influence the improvement of teaching from poor to excellent quality, 6 affecting improvement from moderate to excellent and 7 from poor to moderate. CONCLUSION: The critical teaching behaviors affecting teaching quality vary with different levels of teaching quality and potentials of improvement, and the closeness of the association also varies.

Case-Control Studies↗
PubMed1997

Relations between perceptions of the teaching environment and approaches to teaching.

BACKGROUND: Previous research has established substantial relations between students' approaches to study in higher education and their perceptions of the learning environment. More recently, there has been a growing body of research into teachers' approaches to teaching and conceptions of teaching. There has, however, been little research into their perceptions of the teaching context. AIMS: This study aimed to develop an inventory of university teachers' perceptions of their teaching environment (PTE) and how those perceptions related to their approaches to teaching. SAMPLES: The interview sample comprised 13 teachers of first year university physics and chemistry courses in two Australian universities, and the survey sample comprised 46 teachers from several Australian universities. METHODS: In the qualitative study teachers were interviewed about the things they thought affected their teaching. The interviews were content analysed, and an inventory was produced. In the quantitative study, the results of the administration of the Approaches to Teaching Inventory and the PTE were analysed by correlational, factor and cluster analyses. RESULTS: This exploratory study found systematic relations between the perceptions and approaches. The relations observed suggest that the adoption of a conceptual change and student focused approach to teaching is associated with perceptions that the teacher has control over what is taught and how it is taught, as well as perceptions that the department values teaching and that class size is not too large. CONCLUSIONS: The paper concludes by arguing that if we are to improve the quality of teaching and learning in higher education we will need to take account of the perceptions teachers have of their teaching context.

Attitude↗
PubMed1999

How pediatric educators know what to teach: the use of teaching scripts.

OBJECTIVE: Expert clinical teachers in medicine use teaching scripts. The aim of this study was to determine whether pediatricians also use common components of teaching scripts. METHODS: Seventy-three pediatric clerkship directors identified anticipated errors and teaching points in response to two short vignettes. The content analysis of responses, which we completed, was analyzed by rank and receipt of teaching awards. RESULTS: Greater than 87% of respondents identified at least one of three anticipated learner errors and greater than 80% of respondents identified at least one of three to four teaching points. Teaching points related directly to anticipated errors in 60% of responses. Level of experience and receipt of teaching awards had no impact on response content. CONCLUSIONS: Consistent with findings on the use of teaching scripts, pediatrics' educators achieved high congruence on anticipated errors and teaching points on two teaching vignettes. These findings support the hypothesis that developing teaching expertise is associated with other script components.

Analysis of Variance↗
PubMed2006

Teaching in practice: a survey of a general practice teaching network.

The need for high-quality teaching practices and general practitioners (GPs) skilled in teaching is ever increasing. The authors determined the quality of teaching in the Göttingen general practice teaching network with regard to equipment, student participation and GPs' motivation for teaching. A questionnaire was mailed to all GPs in the Göttingen teaching network. The response rate was 81% (98/121). GPs considered taking histories (98%), decision-making (98%) and physical examination (94%) to be key elements of teaching in general practice. They felt that somatic topics like upper respiratory tract infections (98%) were easy to teach, while 51% acknowledged difficulties conveying psychosocial topics like caring for dying patients. In only half of the practices did students have the opportunity to take histories and perform physical exams by themselves. Participation in medical education was driven mainly by the satisfaction derived from teaching (66%) and the desire for academic affiliation (39%). GPs in the Göttingen network need support to teach their students more psychosocial-oriented topics and to allow them a more active role in consultations.

Community Networks↗
PubMed1996

The teaching matrix: a tool for organizing teaching and promoting professional growth.

Despite barriers of limited time and lack of formal preparation for teaching, physician-teachers want to do a good job in the classroom. However, without appropriate feedback or self-reflection, physician-teachers have no systematic way to think about their role both in what students learn and in how well they understand important information. With this in mind, the authors developed a model, the Teaching Matrix, designed to encourage clinician-teachers to reflect on their teaching before, during, and after each teaching session. The Matrix helps teachers to address five central questions: Who am I teaching? What am I teaching? How will I teach it? How will I know if the students "got it"? And how will I improve my teaching for the next time? In this paper, the authors describe how the Teaching Matrix may be used as a tool for planning actions, as a "suggestion box" of ideas, advice, and questions, and, most importantly, as a guide to systematic reflection on teaching.

Education, Medical, Undergraduate↗