An evaluation study of a faculty development program designed to improve the teaching skills of physicians is described. Cognitive outcomes were measured by a written pretest and posttest, behavioral outcomes were measured by ratings of videotapes. (MLW)

The Clinical Oncology Assistantship Program at the University of Arkansas for Medical Sciences is described, along with student reactions to the program. The summer elective program involves cancer lectures (one week) and clinical exposure (nine weeks) in medical, surgical, and pediatric oncology services, as well as self-directed learning…

A study involving volunteer clinical faculty members in a randomized education trial to improve patients' everyday functioning is described. Participants were 76 clinical faculty physicians in office practice of internal medicine, who completed an evaluation questionnaire at the end of the study. (Author/MLW)

A University of Missouri-Kansas City School of Medicine team approach is described that combines the knowledge and skills of the physician, nurse, clinical pharmacist, clinical medical librarian, etc., into a cooperative unit to provide health education and health care delivery. The impact of the clinical medical librarian is discussed. (MLW)

The evolving concepts and procedures for developing clinical faculty practice plans in a university setting are explored. The objectives of a clinical faculty practice plan are reviewed in the context of the initial planning process, and aspects of organizational schemes, including revenue participation, are discussed. (Author/MLW)

An educational contract, a negotiated agreement between a teacher and a learner, addresses four elements: needs, expectations, roles, and content. Research to validate the concept of the educational contract and to document its utility is seen as important to understanding effective clinical teaching. (Author/MLW)

An educational program for medical and surgical house staffs and for medical students designed to reduce unneeded orders for low cost, high volume ancillary and nursing services is discussed. The program components include lectures, medical record audits and reviews, and group feedback in the form of cost summaries. (Author/MLW)

The establishment and evolution of the clinician-educator faculty track at the University of Pennsylvania provides a case study of a process taking place in many medical schools to meet the need for nontenured full-time faculty appointments. (Author/MLW)

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.…

Two major Washington, DC medical training facilities conducted a project to train residents in clinical teaching skills. Residents receiving training were comparatively more confident as teachers, received more positive feedback on their teaching, and were judged by faculty, students, and peers as more effective. (Author/MSE)

Chief medical residents surveyed distributed their time among administrative, teaching, patient care, and research activities. Overall satisfaction was significantly negatively correlated with percentage of time spent performing administrative tasks. Recommendations for improved time and talent utilization are presented. (Author/MLW)

The Royal College of General Practitioners has divided clinical teaching into four separate teaching styles: authoritarian, Socratic, heuristic, and counseling. By observing the dominant teaching method it is possible to ascertain an individual's, a department's, or a school's basic philosophy. (Author/MLW)

The University of Pennsylvania School of Medicine served as one of the cooperating pilot schools in the Association of American Medical Colleges Clinical Evaluation Program. The completion of self-study materials helped the faculty to provide descriptions of the structure of the clerkships and of the evaluation system. (MLW)

Three parallel studies of teaching skills in clinical medical education, undertaken as the basis for faculty development program planning, are reported. The study's design and methodology allow replication at individual institutions for development of programs focusing on specific teaching skills desired. (MSE)

"Wrap-up rounds," in which students, residents, and faculty physicians involved with patient care in a clinic gather to discuss the clinic session, are advocated. They allow a structured educational program to take place in an ambulatory care center without interfering with patient flow and care. (MLW)