Exploring instructional quality indicators in ambulatory medical settings: An ethnographic approach

Luis E. Zayas, Paul A. James, Judy A. Shipengrover, Diane G. Schwartz, Jason W. Osborne, Robin P. Graham

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Background and Objectives: As medical education moves to community settings, the quality of learning is influenced by differences in the practice environment, organization, resources, patient case mix, and demographics. This ethnographic study identified experiences and processes that influence student learning in community-based practice settings. Methods: Trained field researchers conducted participant observation in eight community teaching sites. Data were analyzed using a qualitative, grounded theory approach. Results: Three dominant themes emerged: 1) the preceptor's role in situating learning opportunities, 2) the learner's role in transforming experience into learning, and 3) the practice organization as a classroom setting. The findings highlight the importance of exploiting learning opportunities and the contributions of other medical staff and patients in facilitating unique learning experiences. Conclusions: This research suggests the need to move beyond the typical student ratings of teacher effectiveness to consider and assess additional important factors and processes that affect instructional quality.

Original languageEnglish (US)
Pages (from-to)635-640
Number of pages6
JournalFamily Medicine
Volume31
Issue number9
StatePublished - Oct 1999
Externally publishedYes

Fingerprint

Learning
Organizations
Students
Diagnosis-Related Groups
Medical Staff
Medical Education
Teaching
Research Personnel
Observation
Demography
Research

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

Zayas, L. E., James, P. A., Shipengrover, J. A., Schwartz, D. G., Osborne, J. W., & Graham, R. P. (1999). Exploring instructional quality indicators in ambulatory medical settings: An ethnographic approach. Family Medicine, 31(9), 635-640.

Exploring instructional quality indicators in ambulatory medical settings : An ethnographic approach. / Zayas, Luis E.; James, Paul A.; Shipengrover, Judy A.; Schwartz, Diane G.; Osborne, Jason W.; Graham, Robin P.

In: Family Medicine, Vol. 31, No. 9, 10.1999, p. 635-640.

Research output: Contribution to journalArticle

Zayas, LE, James, PA, Shipengrover, JA, Schwartz, DG, Osborne, JW & Graham, RP 1999, 'Exploring instructional quality indicators in ambulatory medical settings: An ethnographic approach', Family Medicine, vol. 31, no. 9, pp. 635-640.
Zayas LE, James PA, Shipengrover JA, Schwartz DG, Osborne JW, Graham RP. Exploring instructional quality indicators in ambulatory medical settings: An ethnographic approach. Family Medicine. 1999 Oct;31(9):635-640.
Zayas, Luis E. ; James, Paul A. ; Shipengrover, Judy A. ; Schwartz, Diane G. ; Osborne, Jason W. ; Graham, Robin P. / Exploring instructional quality indicators in ambulatory medical settings : An ethnographic approach. In: Family Medicine. 1999 ; Vol. 31, No. 9. pp. 635-640.
@article{acc03909ff4747c1880a3cb3ebad777b,
title = "Exploring instructional quality indicators in ambulatory medical settings: An ethnographic approach",
abstract = "Background and Objectives: As medical education moves to community settings, the quality of learning is influenced by differences in the practice environment, organization, resources, patient case mix, and demographics. This ethnographic study identified experiences and processes that influence student learning in community-based practice settings. Methods: Trained field researchers conducted participant observation in eight community teaching sites. Data were analyzed using a qualitative, grounded theory approach. Results: Three dominant themes emerged: 1) the preceptor's role in situating learning opportunities, 2) the learner's role in transforming experience into learning, and 3) the practice organization as a classroom setting. The findings highlight the importance of exploiting learning opportunities and the contributions of other medical staff and patients in facilitating unique learning experiences. Conclusions: This research suggests the need to move beyond the typical student ratings of teacher effectiveness to consider and assess additional important factors and processes that affect instructional quality.",
author = "Zayas, {Luis E.} and James, {Paul A.} and Shipengrover, {Judy A.} and Schwartz, {Diane G.} and Osborne, {Jason W.} and Graham, {Robin P.}",
year = "1999",
month = "10",
language = "English (US)",
volume = "31",
pages = "635--640",
journal = "Family Medicine",
issn = "0742-3225",
publisher = "Society of Teachers of Family Medicine",
number = "9",

}

TY - JOUR

T1 - Exploring instructional quality indicators in ambulatory medical settings

T2 - An ethnographic approach

AU - Zayas, Luis E.

AU - James, Paul A.

AU - Shipengrover, Judy A.

AU - Schwartz, Diane G.

AU - Osborne, Jason W.

AU - Graham, Robin P.

PY - 1999/10

Y1 - 1999/10

N2 - Background and Objectives: As medical education moves to community settings, the quality of learning is influenced by differences in the practice environment, organization, resources, patient case mix, and demographics. This ethnographic study identified experiences and processes that influence student learning in community-based practice settings. Methods: Trained field researchers conducted participant observation in eight community teaching sites. Data were analyzed using a qualitative, grounded theory approach. Results: Three dominant themes emerged: 1) the preceptor's role in situating learning opportunities, 2) the learner's role in transforming experience into learning, and 3) the practice organization as a classroom setting. The findings highlight the importance of exploiting learning opportunities and the contributions of other medical staff and patients in facilitating unique learning experiences. Conclusions: This research suggests the need to move beyond the typical student ratings of teacher effectiveness to consider and assess additional important factors and processes that affect instructional quality.

AB - Background and Objectives: As medical education moves to community settings, the quality of learning is influenced by differences in the practice environment, organization, resources, patient case mix, and demographics. This ethnographic study identified experiences and processes that influence student learning in community-based practice settings. Methods: Trained field researchers conducted participant observation in eight community teaching sites. Data were analyzed using a qualitative, grounded theory approach. Results: Three dominant themes emerged: 1) the preceptor's role in situating learning opportunities, 2) the learner's role in transforming experience into learning, and 3) the practice organization as a classroom setting. The findings highlight the importance of exploiting learning opportunities and the contributions of other medical staff and patients in facilitating unique learning experiences. Conclusions: This research suggests the need to move beyond the typical student ratings of teacher effectiveness to consider and assess additional important factors and processes that affect instructional quality.

UR - http://www.scopus.com/inward/record.url?scp=0032870738&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0032870738&partnerID=8YFLogxK

M3 - Article

C2 - 10554723

AN - SCOPUS:0032870738

VL - 31

SP - 635

EP - 640

JO - Family Medicine

JF - Family Medicine

SN - 0742-3225

IS - 9

ER -