The Development of instructional strategies by clinical medical school faculty

dc.contributor.authorKazemekas, Lynn M.en
dc.contributor.committeecochairMoore, David M.en
dc.contributor.committeecochairNespor, Jan K.en
dc.contributor.committeememberBurton, John K.en
dc.contributor.committeememberHead, J. Thomasen
dc.contributor.departmentInstructional Technologyen
dc.date.accessioned2014-03-14T21:08:57Zen
dc.date.adate2006-02-01en
dc.date.available2014-03-14T21:08:57Zen
dc.date.issued1991-04-05en
dc.date.rdate2006-02-01en
dc.date.sdate2006-02-01en
dc.description.abstractThis study described the instructional practices of selected clinical medical school faculty. It addressed the following questions: - how do medical and surgical clinical faculty select/design and combine instructional methods and media in teaching clinical content? - what influences clinical faculty use of a particular method or medium for clinical teaching? The primary purpose of this research was to investigate how clinical medical school faculty make pedagogical decisions and carry out their instruction in clinical patient care settings. The research described the clinical faculty members' instructional practices with medical students and how the medical apprenticeship system is used for their clinical instruction. The research involved two medical schools and a sample of four clinical faculty representing surgical and medical practice. A general method of descriptive research was employed including the data-gathering techniques of participant observation, interviewing, and collection of documents. Strategies developed by Spradley (1980) and Erickson (1986) were used for data analysis. Findings indicated that the sample clinical faculty do not use an instructional planning process such as described by Gagne and Briggs (1979) or Wildman and Burton (1981). Instead, they select instructional methods and media intuitively, carefully monitoring the medical students' reactions to their instruction. The data show the instructional techniques that include the human element -- defined here as personcentered methods -- are selected most often.en
dc.description.degreeEd. D.en
dc.format.extentiv, 143 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-02012006-141712en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02012006-141712/en
dc.identifier.urihttp://hdl.handle.net/10919/37230en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1991.K394.pdfen
dc.relation.isformatofOCLC# 24356513en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.K394en
dc.subject.lcshClinical medicine -- Study and teachingen
dc.subject.lcshMedical colleges -- Facultyen
dc.subject.lcshMedicine -- Study and teachingen
dc.titleThe Development of instructional strategies by clinical medical school facultyen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineInstructional Technologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen
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