Effects of Hospitalist Attending Physicians on Trainee Satisfaction With Teaching and With Internal Medicine Rotations

Hauer, Karen E.; Wachter, Robert M.; McCulloch, Charles E.; Woo, Garmen A.; Auerbach, Andrew D.

doi:10.1001/archinte.164.17.1866

Cited by 76 publications

(74 citation statements)

References 25 publications

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“…This concept of knowledge transmission model of teaching is not always compatible with the dynamic and adaptive concept of learning of the students. Clinical training satisfaction was (58.27%) is in line with other studies [45,46]. Delany and Bragge [44] described a key of recommendations can be used to improve the quality of clinical education introduced to our students, these recommendations firstly seeking harmony between students' and educators' description and understanding of their role in clinical education setting.…”

Section: Discussionsupporting

confidence: 83%

Physiotherapy Students Learning and Teaching Satisfaction

Alghamdi

Alzahrani

Abdel-aziem

2017

Journal of Contemporary Medicine

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Objective: This study was conducted to evaluate the physiotherapy students' satisfaction with learning and teaching process of faculty of applied medical sciences, Taif University, KSA.Methods: A cross-sectional study was conducted. A total of 132 undergraduate physiotherapy students completed a questionnaire consisted of 36 questions divided into five different categories through a 5-point Likert's scale. These categories of learning and teaching satisfaction are evaluation methods, academic advising, teaching and learning strategies, evaluation of teacher and courses, clinical training. Chi-square test was used to determine the significant level of the student degree of agreement.Results: Chi-square analysis revealed that all the items of the questionnaire were statistically significant (p < 0.05) for the choice "True sometimes" except questions related the mechanism of fraud control in the students' duties and tests, the office hours provided by the teaching staff, and the extent of benefits gained by students through scientific help of teaching staff were statistically significant (p < 0.05) for the choice "Agree". The degree of agreement of the five categories of questionnaire was fair. The results revealed that about 6 out of every 10 respondents were found satisfied with the five categories of learning and teaching process.Conclusion: The students' satisfaction level was "fair" degree of agreement with learning and teaching process in the physiotherapy department that requires several strategies to improve the learning and teaching process of the physiotherapy students.

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Section: Discussionsupporting

confidence: 83%

Physiotherapy Students Learning and Teaching Satisfaction

Alghamdi

Alzahrani

Abdel-aziem

2017

Journal of Contemporary Medicine

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“…To our knowledge, this is the first attempt to confirm or quantify the strength of this correlation. [1][2][3][9][10][11] Role models have an impact on the development of future members of the profession. Role models influence career choice and may facilitate the professional growth of medical trainees, perhaps even more so for women and underrepresented minorities in medicine.…”

Section: Discussionmentioning

confidence: 99%

The Intersection Between Clinical Excellence and Role Modeling in Medicine

Kravet¹,

Christmas²,

Durso³

et al. 2011

Journal of Graduate Medical Education

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Background Role modeling is an integral component of medical education. The literature suggests that being a clinically excellent academic physician and serving as a role model for trainees are integrally related. Purpose To explore the relationship between being considered clinically excellent and being considered an effective role model. Methods Two independent surveys were administered to clinically active faculty (asked to name clinically excellent colleagues) and internal medicine residents (asked to name faculty role models). We compared frequency counts of clinically excellent faculty mentioned and frequency counts of role models mentioned by respondents. Spearman correlations and odds ratios with 95% confidence intervals were used to assess the relationship between the responses. Results A total of 39 of 66 faculty (59%) and 45 of 50 residents (90%) responded. There were 31 faculty members judged to be clinically excellent and 67 faculty identified as role models. Thirty faculty members appeared on both lists. There was a moderately high correlation between these groups (Spearman correlation coefficient = 0.54, P < .001). Faculty members who were among those named as clinically excellent by their peers were more likely to be named 3 or more times as a role model by trainees (odds ratio, 24.6; confidence interval, 2.9–207). Conclusions This study tested and confirmed the correlation between clinical excellence and role modeling, illustrating the value of these faculty members at teaching hospitals.

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“…On the monthly evaluations at the University of California, San Francisco (San Francisco, CA), residents' satisfaction with their attendings was significantly higher when the physician was a hospitalist rather than a traditional faculty member. 22 Residents believed hospitalists were more effective teachers, and provided more effective feedback. At Emory University (Atlanta, GA), a methodologically more rigorous study of postrotation assessment of faculty demonstrated that ratings of hospitalists were not different from traditional general internists; both scored higher than subspecialists.…”

Section: Discussionmentioning

confidence: 99%

Hospitalist involvement in internal medicine residencies

Beasley

McBride

McDonald

2009

Journal of Hospital Medicine

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Disclosure: Nothing to report. CONTEXT:The ways hospitalists interact with and contribute to internal medicine residencies in the United States have been described locally, but have not been documented on a national level. OBJECTIVES:To describe the penetration of hospitalists into medicine residency faculty nationally, and document their contributions to teaching activities. MEASUREMENTS: Number of teaching hospitals utilizing hospitalists, number of programs utilizing hospitalists to teach, hospitalist teaching duties, and number with hospitalist tracks. RESULTS:In 2005, program directors recalled 54% of teaching hospitals employed hospitalists before and 73% after implementation of work-hour limitations. Of those employing hospitalists, 92% of programs in the Northeast and West used them to teach. Two years later, the Midwest (78%) and South (76%) continued to lag behind in the proportion of teaching hospitalists. Specific teaching activities of hospitalists included: attending on teaching service (92%), conducting rounds (81%), observation of clinical skills (67%), lectures (68%), and morning report (52%). Seven percent of program directors reported other duties of hospitalists, including: supervising procedures, reviewing night float patients, serving as associate program directors, and writing curricula. Eleven percent of training programs had hospitalist tracks. CONCLUSIONS:As hospitalists have become prevalent and have become efficient clinicians in community and university hospitals, the majority of internal medicine residencies have enlisted them to provide rounds, lectures, and bedside teaching. A small number of residencies are beginning to develop tracks to facilitate this new career option for graduates.

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Effects of Hospitalist Attending Physicians on Trainee Satisfaction With Teaching and With Internal Medicine Rotations

Abstract: Trainees reported more effective teaching and more satisfying inpatient rotations when supervised by hospitalists. This analysis suggests that hospitalists may possess or accrue a specific inpatient knowledge base and teaching skill that distinguishes them from nonhospitalists.

Cited by 76 publications

References 25 publications

Physiotherapy Students Learning and Teaching Satisfaction

Physiotherapy Students Learning and Teaching Satisfaction

The Intersection Between Clinical Excellence and Role Modeling in Medicine

Hospitalist involvement in internal medicine residencies

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