Impact of a teaching attending physician on medical student, resident, and faculty perceptions and satisfaction

Abstract

Objectives: To determine if a dedicated teaching attending for medical student education improves medical student, attending physician, and resident perceptions and satisfaction. Methods: Two dedicated teaching attending physician shifts were added to the clinical schedule each week. A before-after trial compared medical student evaluations from 2000 to 2004 (preteaching attending physician) to medical student evaluations from 2005 to 2006 (teaching attending physician). Attending physician and resident perceptions and satisfaction with the teaching attending physician shifts using a 5-point Likert-type scale (1 5 poor to 5 5 excellent) were also assessed. Results: Eighty-nine (100%) medical students participated, with 63 preteaching attending physician and 26 teaching attending physician rotation evaluations. The addition of teaching attending physician shifts improved mean medical student satisfaction with bedside teaching (4.1 to 4.5), lecture satisfaction (4.2 to 4.8), preceptor scores (4.3 to 4.8), and perceived usefulness of the rotation (4.5 to 5.0) (all p , 0.05). Thirteen attending physicians (93%) participated in the crosssectional questionnaire. The addition of teaching attending physician shifts improved faculty ratings of their medical student interactions by $ 1.5 points for all items (p # 0.001). Faculty perceptions of their resident interactions improved for quality of bedside teaching (3.1 to 4.0), their availability to hear resident presentations (3.4 to 4.2), and their supervision of residents (3.4 to 4.1) (p # 0.01). Residents (n 5 35) noted minor improvements with the timeliness of patient dispositions, faculty bedside teaching, and attending physician availability. Conclusions: The addition of select teaching attending physician shifts had the greatest effect on medical student and faculty perceptions and satisfaction, with some improvements for residents. RÉ SUMÉObjectifs : Dé terminer si un enseignement spé cialisé destiné aux é tudiants en mé decine amé liore les perceptions et la satisfaction des é tudiants en mé decine, des mé decins traitants et des ré sidents en mé decine.

Impact of a Dedicated Teaching Attending Experience on a Required Emergency Medicine Clerkship

“…[6][7][8] One published strategy for improving educational experiences for medical students in the ED while maintaining patient care has been the implementation of dedicated teaching attending shifts. 9 Restructuring care teams with a focus on increased faculty supervision has improved trainee experiences and improved patient outcomes without increasing length of stay. 10,11 To leverage the advantages of the ED as an exceptional clinical educational environment and to address the challenges posed by the rapid pace and high volume of the ED, our institution developed a clerkship curriculum that incorporates a dedicated clinical educator role, the teaching attending, to deliver quality bedside teaching experiences for students in a required third-year EM clerkship.…”

The students’ view on the relationship of basic clinical skills during preclinical phase with practical in clinical phase

“…In clinical phase, bedside teaching has been an integral part of medical education. With a renewed emphasis on small group interactions, a core element in current education a spring physicians includes real time feedback on their history and physical exam skills at the bedside teaching from seasoned clinician (Cassidy, 2011).…”

Embedding Medical Students in the Emergency Department: The Teachable Moments

“…They too have a significant impact to assist in the reduction of the cognitive load the students face, by showing them "the ropes". It has also been shown that novice health professionals ( which include medical students) often approach problem solving with high cognitive load, but if supported by a teacher/ supervisor with guidance and close monitoring, this load can be significantly reduced [14][15][16].…”