Skeff K M, Stratos G, Campbell M, Cooke M, Jones H W
J Gen Intern Med. 1986 Sep-Oct;1(5):315-22. doi: 10.1007/BF02596211.
The effects of a seminar method to improve the teaching of ward attending physicians were evaluated. Forty-six attending physicians from four institutions were randomly assigned to experimental and control groups. The method was evaluated to assess its effects on attending physicians' performances and attitudes, and impact on learners. Evaluation methods included ratings of videotapes of ward rounds, teachers' subjective assessments of both their teaching performances and their experiences in the study, and trainee ratings. Videotape ratings, the teachers' own assessments, and the trainees' assessments of the attending physicians' impact on learning were significantly different, favoring the experimental group (p less than 0.05). It is concluded that the seminar method can provide the basis for effective and feasible approaches for improving clinical teaching by attending physicians.
对一种旨在改进病房主治医生教学的研讨班方法的效果进行了评估。来自四个机构的46名主治医生被随机分配到实验组和对照组。对该方法进行评估，以评估其对主治医生的表现和态度的影响，以及对学习者的影响。评估方法包括对查房录像带的评分、教师对其教学表现和研究经历的主观评估以及实习生的评分。录像带评分、教师自身评估以及实习生对主治医生对学习影响的评估存在显著差异，有利于实验组（p小于0.05）。得出的结论是，研讨班方法可为改进主治医生临床教学的有效可行方法提供依据。
