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Biomedical subjects

F T Stritter

Publications and source records attributed to F T Stritter.

9 recordsLinked to original sources
PubMed1992

Faculty development in the health professions: conclusions and recommendations.

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 major focus of faculty development; (3) teaching skills are still a prominent aspect of faculty development; (4) fellowships are being used effectively to recruit and train new faculty; (5) the institutional environment has become a focus of faculty development; (6) faculty evaluation is an effective approach to faculty development; (7) the efficacy of faculty development needs better research documentation; (8) model curricula have been developed for different types of faculty; and (9) comprehensive faculty development centers are gaining in popularity. A set of recommendations based on the conclusions drawn is offered for those planning faculty development interventions.

Faculty, Medical↗
PubMed1978

A systematic comparison of teaching hospital and remote-site clinical education.

This paper present a methodology for examining activities of medical students on multisite clinical clerkships to determine whether differences exist in the educational experience offered at various sites. Five criterion variables are explored: distribution of student activities, type or class of clinical conditions encountered by students, degree of "esoterism" of those conditions, type of student role, and flexibility of student role. A format for data collection, employing a specially designed activity recording pad, was developed as part of the study. Application of this method to a clerkship in obstetrics and gynecology documents the existence of systematic differences in the educational experiences offered at different sites, particularly with regard to type of activities undertaken and conditions encountered. Most notably, the results suggest that it is fallacious to dichotomize clerkship sites as "academic" or "community" based. It is found that community hospitals themselves can differ markedly and offer an experience paralleling that of the academic referral center.

Clinical Competence↗
PubMed1977

A self-instructional approach to imagery training for medical students.

At the University of North Carolina School of Medicine, 110 first-year medical students were randomly assigned to experimental and control groups. Before the experimental group began the academic year, they were trained in visual imagery by means of 4 self-instructional units. Subsequently, both groups were given a criterion test to assess their ability to process and retrieve information. The investigators concluded that visual imagery can be taught and that it may help some medical students.

Association Learning↗
PubMed1975

A residency elective in medical education.

A three-month elective in medical education was undertaken by a first-year resident to obtain a background to prepare for a potential career in academic medicine and medical student teaching. This experience, jointly sponsored by the Department of Obstetrics and Gynecology and the Office of Medical Studies of the University of North Carolina School of Medicine, permitted the resident to investigate components of the clinical teaching-learning encounter, suggest means of improving clinical instruction, and develop a series of self-instructional materials. Stemming from this experience, a workshop on clinical teaching skills for faculty and house staff has been designed, and four self-instructional units on family planning have been added to the teaching program on the Department of Obstetrics and Gynecology. Benefits to the resident of the elective are outlined, and guidelines for similar experiences are suggested.

Curriculum↗
PubMed1975

Clinical teaching reexamined.

In an effort to determine the most effective clinical teaching behaviors of clinical teachers or preceptors in individual or small group settings, investigators at the University of North Carolina and the University of Alabama developed an instrument to survey all clinical medical students at the two institutions. This process resulted in a compilation of the specific behaviors found to be most helpful to the responding students in facilitating their clinical learning. All items were then factor analyzed, resulting in six more general teaching dimensions or factors being identified. There were active student participation, preceptor attitude toward teaching, emphasis on applied problem-solving, a student-centered instructional strategy, humanistic orientation, and emphasis on content and research. The more specific behaviors which loaded on each factor were also examined.

Alabama↗
PubMedDate not supplied

Outcomes of a faculty development fellowship in family medicine.

This report describes a comparative evaluation of outcomes of a faculty development fellowship program in family medicine at the University of North Carolina. Rates of participation in academically oriented professional behavior are compared between family physicians who participated in the program and peers who did not. Results indicate that participation in the fellowship was associated with higher rates of membership in an academic professional association, speaking to national professional meetings, publishing in professional journals, and having research as a part of one's routine work. Program participation was also associated with higher rankings being given to research and teaching residents in contrast with physicians in a comparison group. However, all family physicians surveyed for this study reported high interest and time commitment to patient care. Results are discussed in terms of the careers of academic family physicians and faculty development programs aimed at promoting such careers.

Cohort Studies↗