期刊
JOURNAL OF GENERAL INTERNAL MEDICINE
卷 19, 期 3, 页码 205-214出版社
BLACKWELL PUBLISHING INC
DOI: 10.1111/j.1525-1497.2004.30334.x
关键词
faculty development; teaching skills; survey
资金
- NHLBI NIH HHS [2T32 HL 07180, T32 HL007180] Funding Source: Medline
- PHS HHS [6D14 HP 00049-02] Funding Source: Medline
- BHP HRSA HHS [5T32 PE 10025] Funding Source: Medline
OBJECTIVE: To determine the prevalence, topics, methods, and intensity of ongoing faculty development (FD) in teaching skills. DESIGN: Mailed survey. PARTICIPANTS: Two hundred and seventy-seven of the 386 (72%) U.S. teaching hospitals with internal medicine residency programs. MEASUREMENTS: Prevalence and characteristics of ongoing FD. RESULTS: One hundred and eight teaching hospitals (39%) reported ongoing FD. Hospitals with a primary medical school affiliation (university hospitals) were more likely to have ongoing FD than nonuniversity hospitals. For nonuniversity hospitals, funding from the Health Resources Services Administration and >50 house staff were associated with ongoing FD. For university hospitals, >100 department of medicine faculty was associated. Ongoing programs included a mean of 10.4 topics (standard deviation, 5.4). Most offered half-day workshops (80%), but 22% offered greater than or equal to1-month programs. Evaluations were predominantly limited to postcourse evaluations forms. Only 14% of the hospitals with ongoing FD (5% of all hospitals) had advanced programs, defined as offering greater than or equal to10 topics, lasting >2 days, and using greater than or equal to3 experiential teaching methods. These were significantly more likely to be university hospitals and to offer salary support and/or protected time to their FD instructors. Generalists and hospital-based faculty were more likely to receive training than subspecialist and community-based faulty. Factors facilitating participation in FD activities were supervisor attitudes, FD expertise, and institutional culture. CONCLUSIONS: A minority of U.S. teaching hospitals offer ongoing faculty development in teaching skills. Continued progress will likely require increased institutional commitment, improved evaluations, and adequate resources, particularly FD instructors and funding.
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