Biomedical subjects

Jeffrey G Wong

Publications and source records attributed to Jeffrey G Wong.

5 recordsLinked to original sources

PubMed2004

Teaching and learning in an 80-hour work week: a novel day-float rotation for medical residents.

The 80-hour workweek limit for residents provides an opportunity for residency directors to creatively innovate their programs. Our novel day-float rotation augmented both the educational structure within the inpatient team setting and the ability for house staff to complete their work within the mandated limits. Descriptive evaluation of the rotation was performed through an end-of-rotation questionnaire. The average length of the ward residents' work week was quantified before and after the rotation's implementation. Educational portfolios and mentored peer-teaching opportunities enriched the rotation. As measured by our evaluation, this new rotation enhanced learning and patient care while reducing work hours for inpatient ward residents.

Internal Medicine↗

PubMed2004

Cross-cultural faculty development: initial report of an American/Russian experience.

BACKGROUND: Faculty development programs can improve the teaching skills of medical teachers. We pilot-tested the transportability of an American-based faculty development seminar program to a Russian academic medical center. DESCRIPTION: Four seminars, based on the 7 categories of the Stanford Faculty Development Program model, were presented to 14 teachers at Kazan State Medical University. The seminars included minilectures and reviews of actual videotaped teaching scenario reenactments. Evaluation was performed through participants' self-reported ratings of teaching ability based on a validated pretest-posttest questionnaire. Measurements at both 1 month and 12 months postintervention were completed. EVALUATION: All 14 participants completed the evaluation. At both measured times, statistically significant improvements in the ratings of global teaching performance and specific teaching behaviors were reported. CONCLUSIONS: Our faculty development intervention was successfully transported across medical systems and demonstrated a positive, lasting affect on the teaching skills of a small number of Russian medical teachers.

Adult↗

PubMed2004

Faculty development in small-group teaching skills associated with a training course on office-based treatment of opioid dependence.

The Drug Addiction Treatment Act of 2000 (DATA-2000) allows qualified physicians to treat opioid-dependent patients with schedule III-V medications, such as buprenorphine, in practices separate from licensed, accredited opioid treatment programs. Physicians may attain this qualification by completing 8-hours of training in treating opioid dependence. This paper describes the evaluation of a faculty development workshop designed to enhance teaching skills of small-group facilitators involved with DATA-2000 training sessions. This workshop coached the facilitators on their teaching roles in the DATA-2000 session through experiential practice of patient- case discussions related to treatment of opioid-dependence. Descriptive questionnaires evaluated the value of the workshop. Twenty-six facilitators participated in the workshops. Paired mean score responses for specific teaching skill abilities demonstrated statistically significant improvement in all categories. Evaluation of the DATA-2000 training session small-group facilitators was uniformly positive. This faculty development workshop was successful in improving teaching skills for our small-group faculty facilitators.

Adult↗

PubMed2003

Integrating teaching skills and clinical content in a faculty development workshop.

Incorporating clinical content into medical education faculty development programs has been proposed as a strategy to consolidate faculty continuing medical education time and enhance learning. We developed a faculty development program for ambulatory internal medicine preceptors that integrated primary care genetics with ambulatory precepting. The instructional strategies addressed both areas simultaneously and included facilitated discussions, mini-lectures, trigger tapes, and role plays. To evaluate the program, we conducted a pre-post trial. Skills were measured by retrospective pre-post self-reported ratings and behaviors by self-reported implementation of commitment to change (CTC) statements. Participants' (N = 26) ambulatory precepting and primary care genetics skill ratings improved after the intervention. They listed an average of 2.4 clinical teaching CTC statements and 2.0 clinical practice CTC statements. By 3 months after the workshop, preceptors, as a group, fully implemented 32 (38%), partially implemented 35 (41%), and failed to implement 18 (21%) CTC statements. The most common barrier to clinical teaching change was insufficient skills (8 of 25; 32%) and to clinical practice change was lack of a suitable patient (15 of 25; 60%). Integrating clinical content with clinical teaching in a faculty development workshop is feasible, can improve clinical and teaching skills, and can facilitate behavior change.

Curriculum↗

PubMed2002

Developing an Internet-based communication system for residency training programs.

Administrative communication is increasingly challenging for residency programs as the number of training sites expands. The Internet provides a cost-effective opportunity to address these needs. Using the World Wide Web, we developed a single, reliable, accurate, and accessible source of administrative information for residents, faculty, and staff in a multisite internal medicine residency at reduced costs. Evaluation of the effectiveness of the website was determined by tracking website use, materials and personnel costs, and resident, staff, and faculty satisfaction. Office supply and personnel costs were reduced by 89% and personnel effort by 85%. All users were highly satisfied with the web communication tool and all reported increased knowledge of program information and a greater sense of "connectedness." We conclude that an internet-based communication system that provides a single, reliable, accurate, and accessible source of information for residents, faculty, and staff can be developed with minimum resources and reduced costs.

Adult↗