Faculty perceptions of learning while teaching in doctoring

Stuart J. Slavin, Michael S Wilkes, Richard P. Usatine

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Purpose: To assess the acquisition of clinical knowledge and skills by faculty teaching in Doctoring. Method: Thirty-six faculty teaching in Doctoring II were given surveys at the start and end of six educational modules. These surveys assessed faculty perceptions of their own knowledge and skills related to key learning objectives for each module. Pre-test and post-test means were compared using paired t-tests and 95% confidence limits were calculated. Results: The average response rate was 72% for each module. Faculty reported increases in knowledge and skills for each of the six modules. Post-test mean ratings were significantly higher than pre-test mean ratings for 48 out of the 56 learning objectives. The greatest increases were seen in the domestic violence and smoking cessation modules. Faculty rated tutorial sessions with students highest in terms of contribution to their own learning. Conclusion: The results suggest that faculty acquire new knowledge and skills as a result of teaching in Doctoring. Problem-based courses such as Doctoring that deal in an integrated fashion with subjects such as ethics, law, prevention, evidence-based medicine and domestic violence can serve as important and effective vehicles for faculty development.

Original languageEnglish (US)
Pages (from-to)9-16
Number of pages8
JournalAdvances in Health Sciences Education
Volume2
Issue number1
StatePublished - 1996

Keywords

  • Continuing medical education
  • Faculty development
  • Medical education
  • Problem-based learning

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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