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Neale AV, Schwartz KL, Schenk M, et al. Scholarly development of clinician faculty using evidence-based medicine as an organizing theme. Med Teach. 2003;25(4):442-7doi: 10.1080/0142159031000137481.
Neale, A. V., Schwartz, K. L., Schenk, M., & Roth, L. M. (2003). Scholarly development of clinician faculty using evidence-based medicine as an organizing theme. Medical teacher, 25(4), 442-7. https://doi.org/10.1080/0142159031000137481
Neale, Anne Victoria, et al. "Scholarly development of clinician faculty using evidence-based medicine as an organizing theme." Medical teacher vol. 25,4 (2003): 442-7. doi: https://doi.org/10.1080/0142159031000137481
Neale AV, Schwartz KL, Schenk M, Roth LM. Scholarly development of clinician faculty using evidence-based medicine as an organizing theme. Med Teach. 2003 Jul;25(4):442-7. doi: 10.1080/0142159031000137481. PMID: 12893559.
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Med Teach. 2003 Jul;25(4):442-7. doi: 10.1080/0142159031000137481.

Scholarly development of clinician faculty using evidence-based medicine as an organizing theme.

Medical teacher

Anne Victoria Neale, Kendra L Schwartz, Maryjean Schenk, Linda M Roth

Affiliations

  1. Department of Family Medicine, Wayne State University, Detroit, MI 48201, USA. [email protected]

PMID: 12893559 DOI: 10.1080/0142159031000137481

Abstract

While scholarship is a critical component of the mission of all academic departments, little is known about how to approach the scholarly development of clinician faculty. The authors developed a thematically based faculty development curriculum with two primary components: evidence-based clinical practice and critical appraisal of current clinical research. They took a task management approach to reducing anticipated barriers to program success by instituting a regularly scheduled seminar series, providing evidence-based reading materials, recruiting clinician faculty as speakers for the clinical presentations, and providing continuing medical education credits for seminar attendance. This case study illustrates a faculty development curriculum that stimulated scholarly discussion and research activities in the authors' clinician faculty.

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