Strategies for efficient and effective teaching in the ambulatory care setting

Academic Medicine

Volumn 72, Issue 4, 1997, Pages 277-280

  Ferenchick, Gary ^a,f   Simpson, Deborah ^b   Blackman, James ^c   DaRosa, Debra ^d   Dunnington, Gary ^e  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b MEDICAL COLLEGE OF WISCONSIN   (United States)

^c Ctr for Clinical Medical Education   (United States)

^d NORTHWESTERN UNIVERSITY   (United States)

^e UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^f MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

AMBULATORY CARE; ARTICLE; COST EFFECTIVENESS ANALYSIS; EDUCATION PROGRAM; HEALTH CARE QUALITY; MEDICAL EDUCATION; PRIORITY JOURNAL;

EID: 0030979122     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-199704000-00011     Document Type: Article

References (7)

1. Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70:898-931.
2. Shulman L. Knowledge and teaching: foundations of the new reform. Harvard Educ. Rev. 1987;57, no. 1:1-22.
3. Smith CS, Irby DM. The role of experience and reflection in ambulatory medical education. Acad Med. 1997;72:32-5.
4. Irby DM. How attending physicians make instructional decisions when conducting teaching rounds. Acad Med. 1992;67:630-8.
5. Gruppen LP. Implications of cognitive research for ambulatory care education. Acad Med. 1997;72:117-20.
6. Neher JO, Gordon KC, Meyer B, Stevens N. A five-step "microskills" model of clinical teaching. J Am Board Fam Pract. 1992;5:419-24.
7. Schwenk TL, Whitman NA. The Physician as Teacher. Baltimore, MD: Williams and Wilkins, 1987, pp 93-6.