Improvements in teaching behavior at two German medical schools resulting from a modified Flanders interaction analysis feedback intervention process.

Unlabelled: Abstract Background: Person-centered teachers who are more empathic and "indirect" (accept, encourage, praise and ask questions) tend to be more effective than those who are "direct" (lecture, give directions and criticize) (Amidon & Flanders 1991). The Flanders Interaction Analysis (FIA) is a tool for diagnosing these teaching aspects, though not yet used to improve lecturing in undergraduate medical education.

Aims: Does structured expert feedback to volunteer lecturers lead to improvement in person-centered teaching behavior as measured by a Modified Flanders Interaction Analysis (MFIA) and student questionnaires?

Methods: Twenty-one volunteer lecturers from two German medical faculties were stratified by past teaching experience and randomized into two groups.