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Biomedical subjects

L Wilkerson

Publications and source records attributed to L Wilkerson.

11 recordsLinked to original sources
PubMed1992

Multiple realities. Teaching rounds in an inpatient pediatric service.

Teaching rounds are a mainstay of most educational programs for interns and residents, but little is known about how they are conducted and the role they play in house staff members' learning. We performed a qualitative study of teaching rounds in an inpatient adolescent service using five data sources: observations, interviews, house staff ratings, results of a house staff retreat, and documents outlining faculty responsibilities. Interns, senior residents, and faculty members expressed differing views regarding the purpose, process, and content of rounds; mutual roles and expectations; and time management. An interactive teaching format focused around the visit of a patient to the conference room stimulated house staff interest and learning to a greater extent than did more traditional case presentations and lectures. These results suggest a need to develop a consensus among faculty and house staff regarding the purpose, content, and process of rounds.

Adolescent↗
PubMed1988

A qualitative study of initial faculty tutors in a problem-based curriculum.

Numerous medical schools are beginning to plan single courses, separate curricular tracks, or entire curricula using problem-based, small-group methods. The use of these methods places a high demand on faculty members' time and support. In the present study, the authors examined the characteristics and beliefs of those faculty members who volunteered as tutors for problem-based teaching during the first two years of the New Pathway Project at Harvard Medical School. The results confirm several major conclusions of innovation research: that an individual's adoption of an innovation is heavily influenced by his or her perceived need for change and the benefits that might result from becoming involved in this change; that initial adopters tend to be oriented toward institutional colleagueship; and that personal contacts with colleagues play an essential role in their decision to participate. In addition, the desire to improve medical education emerged as a major motive for involvement in the problem-based curriculum.

Boston↗
PubMed1986

The resident as teacher during work rounds.

The resident is a central figure in the education of medical students and other residents. In order to examine the ways in which residents fulfill their teaching responsibilities, the authors observed 14 first- and second-year internal medicine residents as they reviewed a total of 158 cases during work rounds. Inpatient work rounds were selected for study because in this setting an attending faculty member is not present and the resident bears total responsibility for initiating any teaching that occurs. The results of the study indicated that the most frequently observed teaching behaviors were associated with patient care at the bedside: providing a model of appropriate interaction with patients and verifying clinical findings. Away from the bedside, the residents frequently used brief lectures to teach. The least frequently observed teaching behaviors involved referring to the literature, giving feedback, demonstrating techniques and procedures, and asking questions. Following these observations, the authors initiated a course on clinical teaching for residents.

Chicago↗
PubMedDate not supplied

Faculty development for ambulatory teaching.

This paper deals with helping faculty members and others learn to teach more effectively in ambulatory settings. First it suggests ways to help clinicians expand and update their knowledge and skills in ambulatory medicine as a foundation for teaching. Next it identifies six skills--establishing mutual expectations, setting limited teaching goals, asking questions, stimulating self-directed learning, giving feedback, and capitalizing on role modeling--that are basic to effective ambulatory teaching. Then it presents strategies for developing and maintaining such skills: assessment of teaching, consultation with experts in education, and participation in programs such as workshops. The paper ends by discussing aspects of institutional support and calling for research on the impact of faculty development efforts on teaching and learning in medicine.

Ambulatory Care↗