Houston Thomas K, Ferenchick Gary S, Clark Jeanne M, Bowen Judith L, Branch William T, Alguire Patrick, Esham Richard H, Clayton Charles P, Kern David E
University of Alabama at Birmingham School of Medicine, Birmingham, Alabama 35294-3407, USA.
J Gen Intern Med. 2004 Apr;19(4):375-9. doi: 10.1111/j.1525-1497.2004.30619.x.
We compared prior training in 4 areas (general teaching skills, teaching specific content areas, teaching by specific methods and in specific settings, and general professional skills) among community-based teachers based in private practices (N = 61) compared with those in community sites operated by teaching institutions (N = 64) and hospital-based faculty (N = 291), all of whom attended one of three national faculty development conferences. The prevalence of prior training was low. Hospital-based faculty reported the most prior training in all 4 categories, teaching hospital affiliated community-based teachers an intermediate amount, and private practice community-based teachers the least (all P <.05). This association remained after multivariable adjustment for age, gender, and amount of time spent in teaching and clinical activities. Preferences for future training reported frequently by the private practice community-based teachers included: time management (48%); teaching evidence-based medicine (46%); evaluation of learners (38%); giving feedback (39%); outpatient precepting (38%); and "teaching in the presence of the patient" (39%).
我们比较了来自私人诊所的社区教师（N = 61）、教学机构运营的社区站点的教师（N = 64）和医院教职员工（N = 291）在四个领域（一般教学技能、特定内容领域教学、特定方法和特定环境下的教学以及一般专业技能）的先前培训情况，他们均参加了三场全国性教师发展会议中的一场。先前培训的普及率较低。医院教职员工在所有四个类别中报告的先前培训最多，教学医院附属社区教师的培训量处于中等水平，而私人诊所社区教师的培训最少（所有P <.05）。在对年龄、性别以及教学和临床活动所花费的时间进行多变量调整后，这种关联仍然存在。私人诊所社区教师经常报告的未来培训偏好包括：时间管理（48%）；循证医学教学（46%）；学习者评估（38%）；提供反馈（39%）；门诊带教（38%）；以及“在患者面前教学”（39%）。
