Attending, house officer, and medical student perceptions about teaching in the third-year medical school general surgery clerkship

De, Sumit K.; Henke, Peter K.; Ailawadi, Gorav; Dimick, Justin B.; Colletti, Lisa M.

doi:10.1016/j.jamcollsurg.2004.08.025

Cited by 126 publications

(82 citation statements)

References 17 publications

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“…De et al (2004) found that surgical consultants are more likely to base medical student grades on the questions posed by consultants to students, questions asked by students, student performance in the outpatient clinic and quality of the patient presentations. In contrast, surgical residents are more likely to place emphasis on each student's knowledge of ward patients and less likely to be concerned by the student's ability to answer questions posed to them.…”

Section: Discussionmentioning

confidence: 99%

Clinical supervisor evaluations during general surgery clerkships

Wheeler

Hill

2011

Medical Teacher

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Background: Clerkship performance is commonly evaluated by consultant surgeons who seldom supervise medical students directly. In contrast, surgical residents and interns frequently supervise students and provide essential teaching but are not tasked with evaluating them. Aim: To prospectively investigate and compare the accuracy of general surgery clerkship performance evaluations by clinical supervisors of differing seniorities. Method: Between September 2008 and May 2010, clinical supervisors of varying seniorities independently evaluated 57 fourthyear medical students using a multi-dimensional performance evaluation tool. Total evaluation grades and subtotal grades for clinical ability were correlated to the results of a validated surgical objective structured clinical examination (OSCE). Results: In this study, 85 clinical supervisors provided 427 student performance evaluations. Total evaluation grades awarded by consultant surgeons had weak correlation to student OSCE results (r ¼ 0.27, p 5 0.05) and associated subtotal grades for clinical ability had no correlation. In comparison, the equivalent sets of grades awarded by residents and interns had moderate correlations to OSCE results (r ¼ 0.49 and r ¼ 0.54, p 5 0.01). Conclusions: Validity of clinical supervisor evaluations during general surgery clerkships vary according to assessor seniority. Including performance evaluation grades by surgical residents and interns may enhance the overall validity of this common clerkship evaluation tool and improve its summative and formative assessment value.

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Section: Discussionmentioning

confidence: 99%

Clinical supervisor evaluations during general surgery clerkships

Wheeler

Hill

2011

Medical Teacher

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“…To be considered effective, authors have suggested that feedback be comprehensive, balanced, timely, specific, and should deal with behaviors within the control and ability of the learner [1,2]. However, effective feedback in medical education is commonly perceived either as absent or inadequate [2][3][4][5]. Electronic systems are one mechanism to provide effective feedback and have been demonstrated to offer useful and effective educational adjuncts [6].…”

Section: Discussionmentioning

confidence: 99%

Radiology Report Comparator: A Novel Method to Augment Resident Education

et al. 2011

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Attending radiologists routinely edit radiology trainee dictated preliminary reports as part of standard workflow models. Time constraints, high volume, and spatial separation may not always facilitate clear discussion of these changes with trainees. However, these edits can represent significant teaching moments that are lost if they are not communicated back to trainees. We created an electronic method for retrieving and displaying changes made to resident written preliminary reports by attending radiologists during the process of radiology report finalization. The Radiology Information System is queried. Preliminary and final radiology reports, as well as report metadata, are extracted and stored in a database indexed by accession number and trainee/radiologist identity. A web application presents to trainees their 100 most recent preliminary and final report pairs both side by side and in a "track changes" mode. Web utilization audits showed regular utilization by trainees. Surveyed residents stated they compared reports for educational value, to improve future reports, and to improve patient care. Residents stated that they compared reports more frequently after deployment of this software solution and that regular assessment of their work using the Report Comparator allowed them to routinely improve future report quality and improved radiological understanding. In an era with increasing workload demands, trainee work hour restrictions, and decentralization of department resources (e.g., faculty, PACS), this solution helps to retain an important part of the educational experience that would have otherwise run the risk of being lost and provides it to the trainees in an efficient and highly consumable manner.

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“…Residents are the primary point of interaction with medical students on clinical rotations and spend a significantly larger amount of time interacting with students then attending physicians (Busari, Prince, Scherpbier, Van Der Vleuten, & Essed, 2002). As a result, residents have the opportunity to take on an important mentoring and educational role during medical clerkships (De, Henke, Ailawadi, Dimick, & Colletti, 2004;Nguyen & Divino, 2007). Traditionally, this has entailed residents instructing medical students on presentations, documentation and basic technical skills (De et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…As a result, residents have the opportunity to take on an important mentoring and educational role during medical clerkships (De, Henke, Ailawadi, Dimick, & Colletti, 2004;Nguyen & Divino, 2007). Traditionally, this has entailed residents instructing medical students on presentations, documentation and basic technical skills (De et al, 2004). Certain specialties have experimented with expanding this hidden curriculum into a more formal setting outside of the wards, with residents leading formalized medical student education sessions.…”

Section: Introductionmentioning

confidence: 99%