The teacher and learner interactive assessment system (TeLIAS): a new tool to assess teaching behaviors in the ambulatory setting. Teach Learn Med 2002;14(4):249-56
Date
10/25/2002Pubmed ID
12395488DOI
10.1207/S15328015TLM1404_9Scopus ID
2-s2.0-0036728837 (requires institutional sign-in at Scopus site) 14 CitationsAbstract
BACKGROUND: There are no objective tools to assess ambulatory teaching, an increasingly important component of medical education.
PURPOSE: To develop and describe an objective ambulatory teaching tool.
METHODS: Exactly 30 consecutive ambulatory teaching encounters were audio taped. Audio tapes were transcribed and teacher-learner utterances were qualitatively analyzed by 3 coders using a grounded theory approach.
RESULTS: A total of 4,560 utterances were coded: 1/3 were devoted to case presentations, and the remainder to case discussion. Most learner utterances conveyed factual patient information; only 7% conveyed learner thoughts on diagnosis or management. Attending utterances were equally divided between questions, statements of fact, and management statements. Most attending questions (75%) asked patient or medical facts; few were of a higher-level asking learners to analyze, synthesize, or apply content. Feedback, although common (10%), consisted of mostly minimal statements such as "right" or "I agree." At the bedside, 80% of utterances were by the teacher.
CONCLUSIONS: This is a feasible tool that reliably documents ambulatory teacher and learner behaviors and may be useful for educational research and faculty development.
Author List
Jackson JL, O'Malley PG, Salerno SM, Kroenke KAuthor
Jeffrey L. Jackson MD Professor in the Medicine department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
Ambulatory CareEducation, Medical
Evaluation Studies as Topic
Humans
Interprofessional Relations
Tape Recording
Teaching
