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A case-study approach. Fellows' perceptions of a teaching course.

E A Zenni·L R First·J P Hafler
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Abstract

OBJECTIVE: To determine general and behavioral pediatric fellows' perceptions of a formal teaching course. DESIGN: Qualitative research design using a case-study approach. SETTING: Children's Hospital in Boston, Mass. PARTICIPANTS: All first-year general and behavioral pediatric fellows (n=5) taking the teaching course. INTERVENTION: A 12-week teaching course given to all participants. MEASUREMENTS/MAIN RESULTS: Data were collected using questionnaires completed by fellows; focused, open-ended interviews with fellows; and student ratings of fellows' teaching. Analysis revealed that after the course, the fellows perceived "teaching'' as an interactive, student-directed process; attained a greater awareness of the value of feedback; recognized new teaching opportunities; and changed their teaching strategies to reflect student-directed teaching. CONCLUSION: This formal course influenced fellows' approach to teaching.

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BostonCase-Control StudiesFeedbackHospitals, PediatricHumansInternship and ResidencyPediatricsPerceptionProgram EvaluationResearch DesignTeachingJournal ArticleResearch Support, U.S. Gov't, P.H.S.

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E A Zenni, L R First, J P Hafler. 1994. A case-study approach. Fellows' perceptions of a teaching course.. https://doi.org/10.1001/archpedi.1994.02170030081018

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