The impact of the Stanford Faculty Development Program on ambulatory teaching behavior

Journal of General Internal Medicine

Volumn 21, Issue 5, 2006, Pages 430-434

  Berbano, Elizabeth P ^a   Browning, Robert ^a   Pangaro, Louis ^b   Jackson, Jeffrey L ^b  

^a WALTER REED ARMY MEDICAL CENTER   (United States)

^b Uniformed Services University of the Health Sciences   (United States)

Author keywords

Faculty development; Medical education; Medical teaching

Indexed keywords

AMBULATORY TEACHING BEHAVIOR; ANALYTIC METHOD; ARTICLE; BEHAVIOR; FACULTY DEVELOPMENT; FEEDBACK SYSTEM; HUMAN; INTERNAL MEDICINE; MEDICAL EDUCATION; MEDICAL STUDENT; NORMAL HUMAN; PERFORMANCE; POSTGRADUATE EDUCATION; PRETEST POSTTEST DESIGN; RESIDENT; ROLE PLAYING; TEACHER LEARNER INTERACTION ANALYSIS SYSTEM; TEACHING; UNIVERSITY HOSPITAL; VIDEOTAPE;

AMBULATORY CARE; CALIFORNIA; EDUCATION, MEDICAL; FACULTY, MEDICAL; HUMANS; INTERNAL MEDICINE; INTERPROFESSIONAL RELATIONS; PROGRAM EVALUATION; STAFF DEVELOPMENT; TEACHING;

EID: 33745648355     PISSN: 08848734     EISSN: 15251497     Source Type: Journal    
DOI: 10.1111/j.1525-1497.2006.00422.x     Document Type: Article

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