The qualitative study evaluated knowledge of and attitudes toward educational research of 14 medical school professors. Analysis of interview data indicated little or no knowledge of past or current educational research even among those professors who thought such research was valuable. (Author/DB)

Examined faculty attitudes toward a new problem-based learning (PBL) curriculum at Missouri-Columbia School of Medicine, surveying 115 participants in the new curriculum and 96 nonparticipants. Participants judged the PBL curriculum to be superior in most respects to the old curriculum, whereas nonparticipants judged both to be about equal. (MDM)

Examined the educational linkages between medical schools and public health agencies (PHAs) through a survey of all 134 allopathic medical schools in the United States. Of the 108 schools that responded, 63% reported placing some or all students at PHAs. Barriers to PHA placement included lack of faculty interest and lack of designated PHA contact…

In 1988-89, 170 medical school faculty and 227 students completed questionnaires at the University of Louisville. Both the faculty and the students were found to be fearful of infection, had strong negative attitudes toward AIDS (Acquired Immune Deficiency Syndrome) patients, and had low levels of confidence in the current knowledge about AIDS.…

A study of medical college faculty perceptions of the value of two groups of patients admitted to a teaching hospital 15 years apart suggests that changes in patient populations resulting from economic changes may have diminished the educational value of medical inpatients in academic settings. (MSE)

A survey of 994 medical school deans, basic science and clinical department heads, tenure committee members, and junior and senior faculty found the most frequently identified problems with medical education concerned evaluation of teaching. General and specific concerns were expressed by the 455 survey respondents. (Author/MSE)

A study investigated the effectiveness of the Stanford Faculty Development program of nine small-group seminars for eight pathology faculty. The seminars were designed to provide teachers with a framework for analyzing teaching and identifying areas for improvement and to provide training in specific teaching skills. Results suggest significant…

Medical trainees and recent graduates of 3 Quebec medical schools were surveyed as to how they valued 16 dimensions of medical competence classified in 4 broad categories: clinical, technological, humanistic, and social and preventive. Medical trainees gave more importance to basic diagnostic and therapeutic skills. (Author/MLW)

Describes a survey of 20 distinguished clinical medical teachers concerning episodes of instructional failure that subsequently led to improvement in teaching. Identifies eight common failure types associated with each phase of teaching (planning, teaching, reflection) and respondents' suggestions for improvement for each. Notes that the…

A survey of the physician faculty and house staff (n=492) at the University of Virginia Health Sciences Center gathered information on physicians' experiences with and recommendations for first postgraduate year curriculum. Almost half the respondents felt the curriculum should be specialty specific, whereas one-third recommended a broad-based,…

A survey of 882 medical school faculty serving as problem-based learning (PBL) tutors found that most felt that PBL and traditional curricula were approximately equally efficient for learning; PBL rated higher in student interest, faculty interest, personal satisfaction, student reasoning, and preparation for clinical rotations; and traditional…

A study of a new University of Toronto medical school problem-based learning (PBL) curriculum found that students (n=207) and faculty (n=15) had more favorable attitudes toward PBL after direct experience with it than before. Recommendations are made for other schools and programs wishing to implement PBL curricula. (Author/MSE)

Analysis of responses of 63 medical faculty involved in formal ethics teaching programs for medical residents indicated such perceived problems as time constraints resulting from residents' heavy schedules; attitudes of residents; logistical problems; time demands on faculty; lack of reinforcement for teaching ethics; and deficiencies in faculty…

Faculty and administrators of 22 medical schools were interviewed for their insights into development of an approach to health care and medical education that integrates psychosocial and biomedical perspectives. Results suggest medical curricula should address development of physicians' knowledge, attitudes, and skills in relationships with both…

The Attitudes toward Clinical Evaluation scales were developed to measure medical faculty attitudes toward clinical evaluation of medical students. Factor analysis of the items yielded two subscales (quality of evaluation procedures and content of departmental evaluations) which exhibited internal consistency and stability. Faculty demographics…