THE CLINICAL TEACHING PROGRAM

Each year six medical faculty are selected to attend the Stanford Faculty Development Program for training as Clinical Teaching seminar facilitators. The 1-month training provides participants with background knowledge and seminar leadership skills required to deliver a series of seven 2-hour seminars to their colleagues and to residents. Extensive opportunities to practice teaching skills are provided.

The facilitator-training program offers career development opportunities for individual faculty participants, and simultaneously provides a mechanism for institutional improvement.

Curriculum:

Updated Curricular Materials
FOR CT TRAINED FACILITATORS ONLY
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FOR CT FACILITATORS RE-TRAINED FOR BASIC SCIENCE ONLY-- Coming Soon!

The Clinical Teaching curriculum covers seven educational categories:

Learning Climate
Control of Session
Communication of Goals
Promotion of Understanding & Retention
Evaluation
Feedback
Promotion of Self-Directed Learning.

The seminars are designed to:

Enhance participants' versatility as teachers
Enhance their ability to analyze clinical teaching using an educational framework
Provide a forum for collegial exchange.

The seminars consist of didactic presentations, group discussions, role play exercises, videotape review, and personal and institutional goal setting. During an eighth seminar, participants are encouraged to develop a set of recommendations for improving their institution's environment for clinical teaching.

In acknowledgment of the complexity of teaching, the seminars embody a non-prescriptive behavioral approach for improving teaching. Faculty must be able to select effective teaching strategies while taking into account many variables simultaneously, including the content, the learners, and the context in which the teaching takes place. Thus, the seminars focus on principles, guidelines, and behavioral alternatives that teachers can use to improve their teaching effectiveness. The behavioral approach stems from the belief that intellectual understanding of general principles and processes is not sufficient to improve teaching. Knowledge and acquisition of teaching skills are essential. Although the content of teaching (e.g., the medical topic being taught) may be discussed during the seminars, the primary focus is on the process of teaching.

The seminars also embrace the philosophy that teaching improvement programs do not have to be primarily remedial in function. Alternatively, these seminars reflect the belief that teachers of all levels of experience and expertise can benefit from an organized review of their teaching.

Facilitator Training at Stanford:

Training activities at Stanford include:

Instruction in the Clinical Teaching curriculum by SFDC faculty.
Review of background education literature.
Presentations by Stanford School of Education faculty.
Review and practice of the seminars. Focusing on mastering the seminar content and process.
Practice teaching of the seminars to local faculty, fellows, and residents.
Session on homesite program implementation and data collection for program evaluation.

Program faculty: Kelley Skeff, MD, PhD; Georgette Stratos, PhD; and program alumni.

List of Trained CT Facilitators:

85 Institutions	128 Facilitators	Program

Alameda County Medical Center, Oakland, CA	Judith Wofsy	CT 1991
Albert Einstein Medical Center, Bronx, NY	Jeong Oh	CT 1998
Baylor College of Medicine, Houston, TX	Andrew Wilking	CT 1994
Baystate Medical Center, Springfield, MA	Lynn Manfred*	CT 1989
Boston University Medical Center, Boston, MA	David Battinelli Sharon Levine Subha Ramani	CT 1989 CT 1998 CT 2001
Brooke Army Medical Center, Fort Sam Houston, TX	Fred Goldner	CT 1991
Brown University, Providence, RI	Michele Cyr Jennifer Jeremiah Chandan Lakhiani	CT 1988 CT 1995 CT 2000
Catholic University of Chile, Santiago, Chile	Carlos Reyes Abarco*	CT 2003
Chicago Medical School, Chicago, IL	Julia Ashenhurst	CT 1994
Cleveland Clinic, Cleveland, OH	Brian Mandell Kathleen Franco	CT 2000 CT 2001
Columbia University College of Physicians & Surgeons, NY, NY	Susana Morales	CT 1994
Creighton University, Omaha, NE	Henry Sakowski	CT 2000
Dartmouth Medical School, Lebanon, NH	Joseph Perras	CT 2002
Duke University, Durham, NC	John Kihm Jeffrey Wong* Larry Greenblatt	CT 1988 CT 1992 CT 1997
East Carolina University, Greenville, NC	Wilhelmine Wiese	CT 1998
Georgetown University Medical Center, Washington, DC	Stephen Ray Mitchell Craig Cheifetz	CT 1994 CT 2000
Harvard Medical School, Boston, MA	Diane Brockmeyer	CT 2002
H Heine University, Dusseldorf, GERMANY	Matthias Hofer*	CT 2001
Henry Ford Healthcare System, Detroit, MI	John Buckley*	CT 2003
Indiana University, Indianapolis, IN	Debra Litzelman* Glenda Westmoreland Robert Vu	CT 1990 CT 1997 CT 2003
Johns Hopkins University, Baltimore, MD	Laura Mumford	CT 1989
Kaiser Permanente Medical Center, Oakland, CA	Jeffrey Ilfeld	CT 2006
Kaiser Permanente Medical Center, Santa Clara, CA	Elliott Wolfe	CT 1986
Karolinska University Hospital, SWEDEN	Jonas Sunden-Cullberg	CT 2006
Keesler USAF Medical Center, Biloxi, MS	Ron Kirschling	CT 1990
Lackland Air Force Base Medical Center, San Antonio, TX	Clinton Polhamus	CT 1987
Letterman Army Med Center, Presidio of San Francisco, CA	Leslie B. Branch	CT 1986
Mayo Clinic, Rochester, MN / Mayo Clinic Jacksonville, FL	Charles Rohren Linda Ward Mark Lee Marc Cohen	CT 1992 CT 1992 CT 2002 CT 1996
McMaster University, Hamilton, Ontario, CANADA	John Cunnington	CT 1995
Medical College of Ohio at Toledo, OH	Earl Campbell	CT 1990
Medical College of Virginia, Richmond, VA	Carolyn Clancy	CT 1988
Mount Sinai Medical School, City University of New York	Jeremy Boal Lisa Bensinger	CT 1998 CT 2003
Naval Medical Center Portsmouth, VA	Eric Holmboe	CT 1996
North Shore University Hospital, Manhasset, NY	Saima Chaudhry	CT 2007
Northwestern University, Chicago, IL	Jeremy Smith	CT 2003
Oregon Health Sciences University, Portland, OR	Diane Elliot Elizabeth Allen Andrea Cedfeldt	CT 1986 CT 1998 CT 2005
Queen's University, Kingston, Ontario, CANADA	Dianne Delva	CT 2002
Rush University, Chicago, IL	Andem Ekpenyong	CT 2007
Santa Clara Valley Medical Center, San Jose, CA	Thomas Kelsey	CT 1999
St. Joseph's Mercy Hospital, Ann Arbor, MI	Kevin Taylor	CT 1996
Stanford University, Stanford, CA / Lucile Salter Packard Children's Hospital	Paul Ford Matilde Nino-Murcia Peter Pompei* Elisa Zenni	CT 1993 CT 1997 CT 2006 CT 1995
SUNY Upstate Medical University, Syracuse, NY	Lynn Cleary Peter Cronkright	CT 1990 CT 2004
Texas A & M University, Temple, TX	Jeffrey Clark	CT 1996
The George Washington University, Washington, DC	Jehan El-Bayoumi	CT 2007
Travis Air Force Base, CA	Tonya Fancher	CT 2000
Tufts University Medical School, Boston, MA	Mary Lee	CT 1991
Uniformed Services Univ. of the Health Sciences, Bethesda, MD	Louis Pangaro* Thomas Grau Clifton Yu Dodd Denton*	CT 1987 CT 1999 CT 2002 CT 2004
University of Alabama, Birmingham, AL	F. Stanford Massie, Jr.	CT 1999
University of Arizona, Tucson, AZ	William Johnson	CT 1990
University of Bern, Bern, SWITZERLAND	Robert Greif	CT 2007
University of Buenos Aires, ARGENTINA	Eduardo Durante	CT 1996
University of California, Davis, CA	Mark Servis	CT 1993
University of California, Los Angeles	Judith Delafield Soma Wali	CT 1992 CT 2006
University of California, San Diego, CA	Shawn Harrity	CT 1993
University of California, San Francisco, CA / UCSF-Fresno Campus	Robert Wachter Richard Haber Bradley Sharpe Edward Moreno Melissa Aguirre	CT 1992 CT 1997 CT 2006 CT 1999 CT 2005
University of Chicago, Chicago, IL	Krista Johnson Sandra Valaitis	CT 1999 CT 2005
University of Colorado, Denver, CO	Mark Earnest Shale Wong Sylvia Oboler	CT 1994 CT 1998 CT 1987
University of Florida Health Science Center, Jacksonville, FL	Elisa Sottile	CT 2005
University of Hawaii, Honolulu, HI	Steven MacBride	CT 1992
University of Illinois, Urbana - Champaign, IL	Jennie Hsu-Lumetta	CT 2004
University of Kansas School of Medicine, Kansas City, KS	Mary McDonald*	CT 2006
University of Kentucky Medical Center, Lexington, KY	Thomas Montgomery Mary Burke Duke*	CT 1991 CT 1996
University of Louisville, Louisville, KY	Stephanie Call*	CT 2001
University of Massachusetts, Worcester, MA	James Florek	CT 1988
University of Miami, Miami, FL	Miguel Paniagua	CT 2004
University of Michigan, Ann Arbor, MI	Scott Furney	CT 1997
University of Minnesota, Minneapolis, MN	Karyn Baum	CT 2001
University of Nebraska, Omaha, NE	Lance Schupbach	CT 2004
University of Oklahoma, Oklahoma City, OK	Bryan Struck	CT 2001
University of Pittsburgh, Pittsburgh, PA	Karen Barnard	CT 2000
University of Rochester, Rochester, NY	Elizabeth Cyran	CT 1994
University of South Carolina, Columbia, SC	O'Neill Barrett, Jr.	CT 1988
University of Tennessee, Memphis/Knoxville, TN	Carol Ellis Julie Vannerson*	CT 1993 CT 2005
University of Texas, Southwestern, Dallas, TX	Chia-Ying Wang	CT 2003
University of Toronto, Ontario, CANADA	Daniel Panisko	CT 2002
University of Vermont, Maine Medical Center, Portland, ME	Bob Bing-You Robert Trowbridge	CT 1993 CT 2005
University of Virginia, Charlottesville, VA	Eugene Corbett, Jr.	CT 1987
University of Washington, Seattle, WA/Boise VAMC, ID	C. Scott Smith	CT 1993
University of Wisconsin Medical School, Milwaukee, WI	Mark Gennis	CT 1991
Uppsala University, SWEDEN	Jonas Boberg Jakob Johansson	CT 1989 CT 2004
Wayne State University, Detroit, MI	Nicholas Gettas James Kruer*	CT 1995 CT 1997
Weill Cornell Medical College, New York, NY	Carol Storey-Johnson* Sharda Ramsaroop	CT 1995 CT 2007
/Weill Cornell Med College-Qatar, Doha, QATAR	Elizabeth Alger* Samar Al-Emadi Ismail Helmi Ibrahim Janahi Marcellina Mian Leopold Streletz	CT 2007 CT 2007 CT 2007 CT 2007 CT 2007 CT 2007
Wright State University, Dayton, OH	Cynthia Ledford	CT 1999
Wright-Patterson Air Force Medical Center, OH	Robert Hawkins*	CT 1989
Yale University School of Medicine, New Haven, CT	Nicholas Fiebach	CT 1995

*Re-trained in Basic Science May/November 2007

Homesite Seminars:

During the first year following the training at Stanford, the facilitators return to their home institutions to conduct the seminars for medical teachers. As part of the evaluation of this train-the-trainer diffusion process, the facilitators are asked to play a critical role in gathering data during the post-training year. Evaluation activities include questionnaire administration, videotape recordings of seminars, and personal record keeping during the implementation of training.

The teaching of seminars in subsequent years is based on the size and need of individual home site institutions. Trained facilitators also serve as regional and national faculty development resources for instructional improvement.

Results of Program Evaluation:

Participants highly recommend the seminars to other faculty.
Participants report increased teaching ability across several settings (inpatient, outpatient, lecturing).
Participants report enhanced teaching performance across all seven educational categories.

Comments from SFDC-trained Clinical Teaching Facilitators:

"Several factors contribute to the success of the program. First, the framework for clinical teaching has proven to be valid, durable, and accepted by faculty and housestaff as a means to analyze their teaching methods. [S]econd ... is the ability of the SFDC to address the ongoing needs of the participants, providing support, problem solving, and networking. A third feature is the meticulous attention to details of the process of faculty development and its outcomes; at each step of the way, the program has been assessed, modifications made, and the program improved. A final critical factor is the uniqueness of the faculty coordinating the SFDP. They were enthusiastic four years ago, and that enthusiasm has increased. Their commitment, willingness to share and allow participants ownership of the program at their own institution, while maintaining strong collegial and resource support, have been important in the program's success." "While I was going through the ... course at Stanford I was getting a great deal of insight, not only into teaching but also into behavioral psychology, my own limitations as a teacher and as a human being, and learner limitations as human beings. The overall effect was extremely stimulating and very insightful ... one of the most significant events in my life."

"On a personal level, the training has also given me some incredibly powerful tools for analysis of my own teaching, and I find myself regularly more cognizant of why one method or technique may be successful and another may not in any given teaching circumstance. The tools of analyzing effectiveness seem to cross over into non-teaching settings and I think have afforded me with some additional communication and administrative skills."

Comments from Faculty Participants in Home-site Seminars:

"The course made me effectively analyze the set of behaviors that make up effective teaching. Previously, I envisioned effective teaching as a 'gift' that you either had or didn't."

"I thoroughly enjoyed the role plays and thought they were most helpful."

"Having a framework for what was merely intuitive before is very helpful."

"The framework gave me a ... systematic way to 'experiment' in various teaching settings."

"Enhancing cooperative interactions was very special because in our institution this provided rare and positive interaction between departments."

"Helped build self confidence and collegial atmosphere."

Comments from Residents:

"It was the first time that someone had talked to me about teaching, what it means to be a teacher, and how to do it."

"To see oneself on videotape and to see all the mannerisms and the interactions, and even the failure of interactions, I thought was very valuable. It was powerful in the seminar to look at (teaching) behaviors and to have the opportunity to see one's own behaviors, to reflect on them, and then to reproduce them in a better way."

"The seminars gave me a vocabulary and the concepts to understand and describe what goes on in my teaching and I think that a more specific vocabulary yields a more precise and a richer understanding."

"The role play was the most valuable. It really became evident when one tried to apply what had been talked about; it really underscored the points that were taught and made it much more interesting. It ingrained it much more deeply. And, for me, it was fun to do that."

"It was a learning experience in the sense of learning how to be more self-aware and how to be more conscious of what I do (as a teacher)."