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Faculty experience and engagement in a longitudinal integrated clerkship.
- Source :
-
Medical Teacher . May2017, Vol. 39 Issue 5, p527-534. 8p. - Publication Year :
- 2017
-
Abstract
- The authors sought to understand rewards and challenges of teaching third-year medical students in the University of Colorado School of Medicine (CUSOM) Denver Health Longitudinal Integrated Clerkship (DH-LIC) compared to teaching in rotation-based clerkships (RBCs). The authors considered implications for the recruitment and retention of faculty in clinical educational programs. Preceptors completed surveys at baseline and year-end. Of eligible faculty, 28 of 40 completed both baseline and year-end surveys. The majority (85.2%) of faculty were satisfied with the DH-LIC and 85.7% continued to teach in year-two of the program. Faculty reported increased satisfaction from teaching and improved teaching and mentoring skills. Faculty familiarity with DH-LIC students was significantly higher than with students previously taught (pā=ā.004); 89.3% of faculty knew their DH-LIC student well enough to tailor instruction to individual learning needs. Teaching techniques utilized at baseline and end of year differed significantly; faculty reported asking questions to promote thinking, providing feedback to students, and providing students with practice in clinical reasoning more frequently in the DH-LIC. Innovative models of education such as LICs offer a strategy to recruit and retain excellent, invested faculty in outpatient settings. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 0142159X
- Volume :
- 39
- Issue :
- 5
- Database :
- Academic Search Index
- Journal :
- Medical Teacher
- Publication Type :
- Academic Journal
- Accession number :
- 122690949
- Full Text :
- https://doi.org/10.1080/0142159X.2017.1297528