Improving clinical teaching skills using the parallel process model.

Abstract

Despite a variety of efforts to develop the clinical teaching skills of family practice faculty, objective and reliable evidence of improvement has been lacking. In this study, family practice faculty physicians were videotaped during consultations with residents. Following a brief intervention, specific teaching skills increased, as indicated by follow-up videotapes and resident ratings. In particular, faculty physicians were more likely to verbally reinforce residents' efforts following the intervention. Analysis of 150 videotaped consultations revealed that several teaching behaviors remained at low rates, such as discussion of family issues. These results, when examined from the perspective of the "parallel process," suggest that faculty frequently do not model the interpersonal behaviors expected of residents during patient interviews.