Faculty development needs: Comparing community-based and hospital-based internal medicine teachers

Thomas K. Houston, Gary S. Ferenchick, Jeanne M. Clark, Judith L. Bowen, William T. Branch, Patrick Alguire, Richard H. Esham, Charles P. Clayton, David E. Kern

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


We compared prior training in 4 areas (general teaching skills, teaching specific content areas, teaching by specific methods and in specific settings, and general professional skills) among community-based teachers based in private practices (N = 61) compared with those in community sites operated by teaching institutions (N = 64) and hospital-based faculty (N = 291), all of whom attended one of three national faculty development conferences. The prevalence of prior training was low. Hospital-based faculty reported the most prior training in all 4 categories, teaching hospital affiliated community-based teachers an intermediate amount, and private practice community-based teachers the least (all P < .05). This association remained after multivariable adjustment for age, gender, and amount of time spent in teaching and clinical activities. Preferences for future training reported frequently by the private practice community-based teachers included: time management (48%); teaching evidence-based medicine (46%); evaluation of learners (38%); giving feedback (39%); outpatient precepting (38%); and "teaching in the presence of the patient" (39%).

Original languageEnglish (US)
Pages (from-to)375-379
Number of pages5
JournalJournal of general internal medicine
Issue number4
StatePublished - Apr 2004
Externally publishedYes


  • Ambulatory care/education
  • Education
  • Internal medicine/education
  • Medical
  • Medical faculty
  • Teaching/methods

ASJC Scopus subject areas

  • Internal Medicine


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