Skeff K M, Campbell M, Stratos G, Jones H W, Cooke M
J Med Educ. 1984 Dec;59(12):944-50. doi: 10.1097/00001888-198412000-00004.
The authors in this article present assessments by attending physicians of a seminar method to improve clinical teaching. An experimental study was conducted to determine whether or not the seminar method (a) is perceived by attending physicians as beneficial, (b) modifies the physicians' attitudes toward teaching, (c) enables attending physicians to define needed teaching changes, (d) motivates them to improve their teaching performance, and (e) is perceived as having long-term benefits. Forty-six inpatient attending physicians from four California institutions participated in the study. The physicians were randomly assigned to an experimental group which attended a seminar on clinical teaching or to a control group which received no such intervention. Questionnaires completed by the physicians indicated that the teachers who experienced the seminar method perceived it as beneficial, improved their attitudes toward clinical teaching, determined needed teaching changes, attempted to implement new teaching approaches, and perceived long-term benefits.
本文作者展示了主治医生对一种改善临床教学的研讨班方法的评估。开展了一项实验研究，以确定研讨班方法是否：(a) 被主治医生视为有益；(b) 改变医生对教学的态度；(c) 使主治医生能够确定所需的教学变革；(d) 激励他们提高教学表现；以及 (e) 被视为具有长期益处。来自加利福尼亚州四个机构的46名住院主治医生参与了该研究。医生们被随机分配到参加临床教学研讨班的实验组或未接受此类干预的对照组。医生们填写的问卷表明，体验过研讨班方法的教师认为它有益，改善了他们对临床教学的态度，确定了所需的教学变革，尝试实施新的教学方法，并感受到了长期益处。
