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BACKGROUND Although resident physicians often teach, few trials have tested interventions to improve residents' teaching skills. A pilot trial in 2001-2002 found that 13 trained resident teachers taught better than did untrained control residents. OBJECTIVE To determine whether a longitudinal residents-as-teachers curriculum improves residents' teaching(More)
BACKGROUND Peer and self assessment may contribute a unique and insightful perspective to a students' performance. This study investigates the association between self, peer, and faculty evaluations in the intimate setting of a problem-based tutorial group. METHODS Third-year medical students participating in the required third-year surgical clerkship(More)
PURPOSE To determine whether a longitudinal residents-as-teachers curriculum improves generalist residents' teaching skills. METHOD From May 2001 to February 2002, 23 second-year generalist residents in four residencies affiliated with the University of California, Irvine, College of Medicine, completed a randomized, controlled trial of a longitudinal(More)
BACKGROUND Successful higher education faculty, those who get promoted and tenured, who get recognized for contributions, who produce more and significant research, frequently consult colleagues. This article summarizes what is known about colleague relationships with the hope of stimulating further research to extend current conclusions to medical school(More)
In June 1989 the first Family Practice Chief Resident Leadership Conference was presented to 27 Texas second-year residents who had been selected to serve as chief residents during their third year. The objectives of the conference were to assist these emerging leaders to develop better stress management and leadership skills and to strengthen their ties(More)
PURPOSE This article is aimed at those who undertake a transition to problem-based learning (PBL) and focuses on 3 questions that seem most pertinent to the effort: (a) what is known from past research about training faculty in the skills of PBL?, (b) what skills are important to teach faculty and how does one teach them?, and (c) what options are available(More)
BACKGROUND AND OBJECTIVES Beginning in 1998, the American Academy of Family Physicians (AAFP) initiated a 4-year funded Advanced Research Training (ART) program to increase the number of family medicine researchers in the United States. This study describes the extent to which ART recipients achieved the objectives they had set for themselves, barriers to(More)
BACKGROUND AND OBJECTIVES Family practice residents and students receive substantial teaching from senior residents. Yet, we lack data about residents' needs for teaching skills development, particularly in generalist training. This multicenter, interdisciplinary study describes the learning needs of generalist residents for becoming more effective(More)
This report summarizes recent literature reviews and resource books on faculty development in the health professions and describes findings from articles not previously reviewed. Nine conclusions about faculty development in the health professions are drawn: (1) the concept of faculty development is evolving and expanding; (2) research skills are becoming a(More)