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| Hekelman, Francine P. | 3 |
| Blase, Jo Roberts | 1 |
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| Journal Articles | 3 |
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| Reports - Evaluative | 1 |
| Reports - Research | 1 |
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Peer reviewedHekelman, Francine P.; And Others – Evaluation and the Health Professions, 1994
Peer coaching as an approach to faculty development is introduced. A 1.5-year formative assessment of one family physician's teaching practices and beliefs describes the process as a mechanism for improving clinical teaching skills. (SLD)
Descriptors: Beliefs, Clinical Teaching (Health Professions), Educational Practices, Faculty Development
Peer reviewedHekelman, Francine P.; And Others – Teaching and Learning in Medicine, 1993
A study examined the instructional activities occurring in one-to-one clinical medical teaching encounters of 16 family medicine faculty. Seventeen clinical teaching and nonteaching behaviors were investigated. Results suggested that the interactions are largely patient-driven and that physicians focus little attention on traditional teaching…
Descriptors: Classroom Techniques, Clinical Teaching (Health Professions), Family Practice (Medicine), Higher Education
Peer reviewedHekelman, Francine P.; Blase, Jo Roberts – Academic Medicine, 1996
Discourse analysis, a qualitative method for examining verbal interaction, can be an effective method for evaluating medical school clinical teaching, through clarifying interaction patterns, highlighting factors impeding effective instruction, and identifying microskills needed by clinical teachers. Having faculty members coach each other also…
Descriptors: Clinical Teaching (Health Professions), College Instruction, College Role, Communication Skills
