Problems in physician-taught classes are common in many educational programs. In an attempt to rectify these problems, a "directional method" has been used in a respiratory pathology course and presents a viable alternative to other instructional methods in physician-taught classes. This method aims to provide a maximum learning experience by students. The course facilitator develops performance objectives for the students, presents them to the physician for joint review, formulates test items geared to the objectives, and familiarizes the physician with the "directional" format. The physician can then anticipate the objective-related questions, periodic interruptions, and requests for clarity that may be made by the facilitator during the lecture. Results have been very encouraging. Physicians have shown a positive reac-tion to this method upon evaluation. Student response has been favorable, as re-flected in course evaluations and in comparison with past classes. Physicians state that their audience is more identifiable and that demands for further explanation are decreased.
