A four-phase staff development program for faculty of health science professional schools is described, and aspects of the teaching/learning process are considered. The first phase dealt with intensive, all-day educational workshops for faculty in the basic and applied health sciences. Topics such as instructional planning, strategies of teaching and learning, educational research findings, test construction, and evaluation were major areas of discussion. In the second phase, faculty teaching was observed by the educational consultant, and confidential, individual conferences were made an option. The third phase included the writing of criteria for self-evaluation and the use of a questionnaire for students to evaluate instruction. Finally, the fourth phase was a summative evaluation program that integrated the results of the workshops, observations, conferences, self-evaluations, and current educational research. The aim was to develop a model for promoting teacher effectiveness, especially in the health sciences. A checklist for faculty self-evaluation is presented, which covers instructional planning, classroom instruction, and instructional evaluation. Some perspectives on lecturing in health sciences courses, listening, and critical thinking skills are provided. (Author/SW)