A study was conducted to determine whether the seminar method (1) is perceived by attending physicians as beneficial, (2) modifies the physicians' attitudes toward teaching, (3) enables attending physicians to define needed teaching changes, (4) motivates them to improve teaching performance, and (5) is perceived as having long-term benefits.…

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…

A study examined 634 medical students' ratings of 126 attending and 152 resident physicians' teaching to prioritize specific skills needing focused faculty development. Results indicated students can discriminate between more- and less-effective teaching behaviors. Attending physicians were less effective at communicating goals than other teaching…

Two methods to improve the teaching performance of clinical teaching physicians were studied: an intensive feedback method and a seminar. Both methods were designed to help clinical teachers analyze their teaching and implement more effective teaching methods. Pre- and post-intervention data were collected early and late in each attending…