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Medical Teacher Volume 20, 1998 - Issue 3
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Research Article

Congruence of faculty evaluations of internal attending teaching and learner medicine behaviors \[1]

CLINT W. SNYDER FRANCINE P. HEKELMAN JAMES R. CARTER JR Department of Family Medicine, Case Western Reserve University and Department of Medicine, Case Western Reserve University and MetroHealth Medical Center, Cleveland, USA
Pages 254-257 | Published online: 03 Jul 2009

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  • HEKELMAN, F.P., VANEK, E.P., KELLY, K. & ALEMAGNO, S. (1993) Characteristics of family physicians' clinical teaching behaviors: a descriptive study, Teaching and Learning in Medicine, 3, pp. 18-23.
  • IRBY, D.M. (1978) Clinical teacher effectiveness in medicine, Journal of Medical Education, 52, pp. 805-815.
  • IRBY, D.M. (1994) What clinical teachers in medicine need to know, Academic Medicine, 69, pp. 333-342.
  • JOYCE, B.R. (1978) The probable effects of models of teaching, in Selecting Learning Experiences: Linking Theory to Practice, pp. 21-33 (Washington, DC, Association for Supervision and Curriculum Development).
  • SKEFF, K.M. (1983) Evaluation of a method for improving the teaching performance of attending physicians, American Journal of Medicine, 75, pp. 465-470.
  • STEINMETZ, A. (1985) The discrepancy evaluation model, in: S. MADAUS, M.S. SCHRIVEN & D.L. STUFFLEBEAM (Eds) Evaluation Models: Viewpoints on Educational and Human Services Evaluation, pp. 79-99 Lancaster, Kluwer-Nijhoff).
  • WOLF, F.M. & TURNER, E.V. (1989) Congruence between student and instructor perceptions of clinical teaching in paediatrics, Medical Education, 23, pp. 161-167.

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