A description of ambulatory teaching in a longitudinal primary care program

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Abstract
The need for increased ambulatory education is now widely recognized. Recently, attention has been focused on the need for more information regarding the specific nature of ambulatory teaching. The study describes the process of ambulatory teaching as it occurred in a longitudinal primary care clerkship for third‐year medical students. The results are based on in‐depth interviews with 22 faculty, students’ written assessments of the clerkship teaching, and encounter log data. A consistent teaching methodology was used. The model identified consists of progressive responsibility for students with a concurrent modification of the teaching role of faculty through three stages: modeling, supervision, and consultation. This study also indicated there may be a relation between the number of patient encounters and the teaching methods used, although the educational significance and the desirability of the methods have not been determined. Comparison of ambulatory teaching methods in other primary care specialties and in subspecialties, as well as direct observation of the teaching methods used, will add to this preliminary description.