In developing a community medicine course with a lecture-seminar form, the University of Kentucky College of Medicine used a peer review process in which proposed lectures and seminar materials were presented to the faculty who played the role of students as well as peer reviewers. The process was considered valuable. (JT)

Relationships between faculty ratings and performance on components of the National Board of Medical Examiners Certifying Examination for Primary Care Physician's Assistants were investigated. Results show significant though modest correlation. One implication is that faculty members are able to make discrete judgements about students on more than…

Faculty productivity as measured by publication for the Medical College of Virginia School of Medicine was computed and compared to that of Ph.D.'s in laboratories stressing scientific publication, as reported in previous research. A similar bimodal productivity by age was found for clinical faculty in the medical school setting. (JT)

Research on the reliability of various measures of interviewing skills used an experimental design involving patient interviews of medical students in their sophomore and senior years. Results suggest caution against overinterpretation of data from faculty raters and illustrate that nonprofessionals can be trained to use interaction analysis…

Residency programs for primary practice are described with focus on: model practice goals, the setting, and scheduling; faculty, including some approaches for resolving the new "town-gown" dichotomy; and the two basic types of curricula (family medicine model and the more traditional internship experience). (JT)

Reports a study examining the dimensions (factors) used by students to rate instruction in basic science courses. (JT)

In order to determine the most effective clinical teaching behaviors for small group settings, investigators at the Universities of North Carolina and Alabama factor analyzed student questionnaire responses and identified several behaviors and factors in six teaching dimensions. Procedures and results are reported including recommendations for…

According to a questionnaire survey of 101 American medical schools (76 responding) 93 percent had no thesis requirement for graduation and faculty opinion on the value of a mandatory, formal research experience was not clear. The majority do not seem to favor instituting such a requirement for various reasons. (JT)

Information about women and members of minority groups serving on U.S. medical school faculties is summarized, based on an updating of a 1976 report of the Association of American Medical Colleges. The data show that salaried faculty members have increased by 16 percent since 1975 but the ethnic distribution and participation of women has remained…

Approximatley 225 citations are presented dealing with these aspects of medical education: accreditation, computers, continuing education, curriculum, educational measurement, faculty, foreign graduates, graduate education, history, foreign education, minority groups, schools, specialism, students, teaching hospitals, teaching methods, and…

Characteristics of best and worst clinical teachers in medicine are described by a random sample of medical school faculty, residents, and third- and fourth-year students at the University of Washington. "Best" characteristics include enthusiasm, clear organization, and skills in interacting with students and residents. (Author/LBH)

Information is summarized about the compensation of 23,530 faculty members, based on data provided by 108 medical schools participating in the thirteenth annual faculty salary survey by the Association of American Medical Colleges. Data are included for "geographic full-time" as well as "strict full-time" faculty. (LBH)

Efforts of faculty members in the Department of Community Medicine at the Rockford School of Medicine to improve their clinical teaching skills in primary care are described. Teaching was videotaped and analyzed by a consultant, who discussed problems first with the instructor and then with the faculty at large group meetings. (Author/LBH)

Median student-to-faculty ratios are reported from the distribution of school values for five student measures (undergraduate medical, non-doctoral, undergraduate/graduate medical, non-doctoral/graduate medical, and total) and three faculty measures (full-time, salaried, and total). Wide variations are shown. (LBH)