Bower Dj

Faculty development through formal mentoring.

No abstract available.

Support± challenge± vision: a model for faculty mentoring

Mentoring is recommended for socializing new faculty into academic medicine. However, there is no literature identifying the key features of effective mentor-protege interactions in academic medicine. Seeking to validate a theoretically derived mentoring model of challenge, support and vision, this paper reports the results of a study that utilized both qualitative and quantitative methods to understand the interactive processes used by effective mentors for academic family physicians.

Characteristics of patient encounters that challenge medical students' provision of patient-centered care.

Background Medical educators need to effectively engage and teach medical students to provide patient-centered care (PCC). There is limited appreciation for the issues that clinical students identify as challenges in providing PCC. Method As part of a required half-day PCC workshop in 2007, medical students authored critical incident scenarios on patient encounters where PCC was difficult. The authors analyzed 131 scenarios using qualitative memo technique to identify features associated with these encounters. Categories and themes were identified using constant comparative methodology. Results Commonly cited PCC challenges were student’s/patient’s emotional responses (63%/44%), patient’s/family’s perception of the care plan (54%), conflicting expectations (35%), communication barriers (30%) and patient’s social circumstances (29%). Sixty-three percent of incidents identified PCC-appropriate responses to these challenges. Conclusions Student-authored critical incidents regarding difficult patient encounters can be analyzed to identify key features that students perceive as challenges to providing PCC and can inform curriculum development.

Learning Activities and Third-Year Medical Student Ratings of High Quality Teaching Across Different Clerkships

Objective: To identify and compare learning activities that students associate with high quality teaching across clerkships. Methods: For six months, 110 third year medical students recorded data on learning activities and teaching quality using personal digital assistants (PDAs) during five different required clinical clerkships. Univariate and multivariate analyses were performed to assess the association between learning activities and student ratings of high teaching quality. Results: 11,450 teaching interactions were recorded. Univariate analysis revealed that feedback was associated with perceptions of high quality teaching in all clerkships. Proposing a plan, formulating an assessment and giving an oral case presentation were associated with high quality teaching in 80% of the clerkships (p < 0.01). Multivariate analysis demonstrated that receiving high quality feedback was an independent predictor of student ratings of high quality teaching for all clerkships. Conclusion: Receiving high quality feedback is the learning activity most strongly associated with students’ ratings of high quality teaching across four different clerkships