Four exemplary preceptors' strategies for efficient teaching in managed care settings

Academic Medicine

Volumn 72, Issue 9, 1997, Pages 766-769

  Usatine, Richard P ^c   Nguyen, Kevin ^d   Randall, Josh ^a   Irby, David M ^b  

^a NEW YORK MEDICAL COLLEGE   (United States)

^b UNIVERSITY OF WASHINGTON SCHOOL OF MEDICINE   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

^d NONE

Author keywords

[No Author keywords available]

Indexed keywords

AMBULATORY CARE; CLINICAL ARTICLE; FAMILY MEDICINE; HUMAN; MANAGED CARE; MEDICAL EDUCATION; MEDICAL STUDENT; PRIORITY JOURNAL; REVIEW; TEACHING;

EID: 0030885612     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-199709000-00010     Document Type: Review

References (5)

1. Vinson DC, Paden C, Devera-Sales A. Impact of medical student teaching on family physicians' use of time. J Fam Pract. 1996;42:243-9.
2. Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70:898-931.
3. Ferenchick G, Simpson D, Blackman J, DaRosa D, Dunnington G. Strategies for efficient and effective teaching in the ambulatory care setting. Acad Med. 1997;72:277-80.
4. Neher JO, Gordon C, Meyer B, Stevens N. A five-step "microskills" model of clinical teaching. J Am Board Fam Pract. 1992;5:419-24.
5. DaRosa DA, Dunnington GL, Stearns J, Ferenchick G, Bowen JL, Simpson DE. Ambulatory teaching "lite": less clinic time, more educationally fulfilling. Acad Med. 1997;72:358-61.