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Lockyer JM, Hodgson CS, Lee T, et al. Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?. Med Teach. 2015;38(8):815-22doi: 10.3109/0142159X.2015.1112895.
Lockyer, J. M., Hodgson, C. S., Lee, T., Faremo, S., Fisher, B., Dafoe, W., Yiu, V., & Violato, C. (2016). Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?. Medical teacher, 38(8), 815-22. https://doi.org/10.3109/0142159X.2015.1112895
Lockyer, Jocelyn M, et al. "Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?." Medical teacher vol. 38,8 (2016): 815-22. doi: https://doi.org/10.3109/0142159X.2015.1112895
Lockyer JM, Hodgson CS, Lee T, Faremo S, Fisher B, Dafoe W, Yiu V, Violato C. Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?. Med Teach. 2016 Aug;38(8):815-22. doi: 10.3109/0142159X.2015.1112895. Epub 2015 Nov 30. PMID: 26618220.
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Med Teach. 2016 Aug;38(8):815-22. doi: 10.3109/0142159X.2015.1112895. Epub 2015 Nov 30.

Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?.

Medical teacher

Jocelyn M Lockyer, Carol S Hodgson, Tzu Lee, Sonia Faremo, Bruce Fisher, William Dafoe, Verna Yiu, Claudio Violato

Affiliations

  1. a University of Calgary , Canada .
  2. b University of Alberta , Canada .
  3. c Mount Royal University , Canada .
  4. d Wake Forest University , USA.

PMID: 26618220 DOI: 10.3109/0142159X.2015.1112895

Abstract

INTRODUCTION: Physicians identify teaching as a factor that enhances performance, although existing data to support this relationship is limited.

PURPOSE: To determine whether there were differences in clinical performance scores as assessed through multisource feedback (MSF) data based on clinical teaching.

METHODS: MSF data for 1831 family physicians, 1510 medical specialists, and 542 surgeons were collected from physicians' medical colleagues, co-workers (e.g., nurses and pharmacists), and patients and examined in relation to information about physician teaching activities including percentage of time spent teaching during patient care and academic appointment. Multivariate analysis of variance, partial eta squared effect sizes, and Tukey's HSD post hoc comparisons were used to determine between group differences in total MSF mean and subscale mean performance scores by teaching and academic appointment data.

RESULTS: Higher clinical performance scores were associated with holding any academic appointment and generally with any time teaching versus no teaching during patient care. This was most evident for data from medical colleagues, where these differences existed across all specialty groups.

CONCLUSION: More involvement in teaching was associated with higher clinical performance ratings from medical colleagues and co-workers. These results may support promoting teaching as a method to enhance and maintain high-quality clinical performance.

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