Title page for ETD etd-02012006-141712
|Type of Document
||Kazemekas, Lynn M.
||The Development of instructional strategies by clinical medical school faculty
||Doctor of Education
|Moore, David Michael
|Nespor, Jan K.
|Burton, John K.
|Head, J. Thomas
- Medical colleges Faculty
- Clinical medicine Study and teaching
- Medicine Study and teaching
|Date of Defense
Since the clinical faculty participants show curiosity about what they do to
acquire clinical teaching awards, continuing research in instructional decision-making
and teacher effectiveness may be in order. The study shows that the sample clinical
faculty think about what goes on within the overall medical school curriculum not only
the clinical clerkship years. For instance. when asked what they would do if given an
opportunity to reorganize the medical school curriculum. they suggest:
(1) Increasing small group time and decreasing lecture time.
(2) Increasing time spent on communication and clinical skills -- such as
learning to do physical exams -- in the first two pre-clinical years.
(3) Facilitating the students' acquisition of core, essential information by
presenting it "in a way they can accept it, accumulate it, and make use of it."
(4) Ensuring a solid background in basic sciences.
(5) Converting some fourth year elective time to out-patient "selectives," or
adding another clerkship. such as an out-patient clerkship with two months
in medicine plus "selectives" in medical specialties. and one month in
surgical out-patient "selectives".
This research should involve focus groups of pre-clinical as well as clinical faculty to
develop ideas about curriculum and instructional decision-making. As Barrows (1986)
points out. the whole medical school curriculum should be considered "clinical" as
faculty are preparing clinicians. The outcome of this holistic approach to curricular
and instructional design research can improve intra-faculty communication and
allocation of dollars for instructional resources.
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