Observational Validation of a Model of Ambulatory Teaching

Abstract

Purpose: This study examines teaching by preceptors in a longitudinal, primary care clerkship for third year medical students. The authors compared observations from different points in the clerkship to determine the validity of a three-stage model (modeling, supervision, and consultation) based on their previous research. Methodology: Seven experienced preceptors were observed three times over the course of the year while teaching third-year medical students. A single observer recorded the teaching behaviors using an observation instrument containing 30 behaviors relevant to ambulatory teaching. The behaviors were categorized into five groups (Modeling, Supervision, Consultation, Validation, and General Teaching) for purposes of comparing their relative contribution to the proposed three-stage model. Results: Frequencies of teaching behaviors within the five categories were compared over the three observations. Modeling behaviors declined over the three time periods (p