Ambulatory teaching 'lite': Less clinic time, more educationally fulfilling

Academic Medicine

Volumn 72, Issue 5, 1997, Pages 358-361

  DaRosa, Debra A ^a,e   Dunnington, Gary L ^b   Stearns, Jeffrey ^e   Ferenchick, Gary ^c   Bowen, Judith L ^d   Simpson, Deborah E ^e  

^a NORTHWESTERN UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^c MICHIGAN STATE UNIVERSITY   (United States)

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

^e Department of Surgery ^*

Author keywords

[No Author keywords available]

Indexed keywords

AMBULATORY CARE; COMMUNITY; EDUCATION; LEARNING; PATIENT CARE; PRIORITY JOURNAL; PROFESSIONAL PRACTICE; REVIEW; SELF EVALUATION; SKILL; TEACHING;

EID: 0030921265     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-199705000-00013     Document Type: Review

References (4)

1. Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70:898-931.
2. 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.
3. Gruppen L. Implications of cognitive research for ambulatory care education. Acad Med. 1997;72:117-20.
4. Arseneau R. Exit rounds: a reflective experience. Acad Med. 1995;70:684-7.