Learning/Feedback Activities and High-Quality Teaching: Perceptions of Third-Year Medical Students during an Inpatient Rotation

Torre, Dario; Simpson, Deborah; Sebastian, James; Elnicki, D. Michael

doi:10.1097/00001888-200510000-00016

Cited by 75 publications

(55 citation statements)

References 33 publications

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“…(5,7) Recently, in a report about learning and teaching activities among third-year medical students in the United States, the perceptions of the students regarding high-quality teaching were associated with learning how to interpret chest X-rays, among other factors. (4) In addition, a survey involving practicing physicians in the United States revealed that they believed that formal instruction in radiology should be mandatory in medical schools. (20) In Brazil, unlike in countries with higher income, radiology training is not mandatory in undergraduate medical courses.…”

Section: Resultsmentioning

confidence: 99%

“…(3)(4)(5)(6)(7)(8)(9)(10)(11)(12) In addition, with the worldwide challenge posed by TB, the issue of the interpretation of chest X-rays for the diagnosis of TB reappears in national programs for TB control. (13) In Brazil, the TB challenge has yet to be met, and, to our knowledge, neither physicians nor medical students have been surveyed on their chest X-ray interpretation skills.…”

Section: Introductionmentioning

confidence: 99%

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Competence of senior medical students in diagnosing tuberculosis based on chest X-rays

et al. 2010

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Objective: To evaluate the competence of senior medical students in diagnosing tuberculosis (TB) based on their reading of chest X-rays, as well as to identify the factors associated with high scores for the overall interpretation of chest X-rays. Methods: In October 2008, a convenience sample of senior medical students who had undergone formal training in radiology at the Federal University of Rio de Janeiro School of Medicine, in the city of Rio de Janeiro, Brazil, were invited to participate in the study. Six chest X-rays (three of TB patients and three of patients without TB) were selected. Participants were asked to choose one of the three probable radiological interpretations, and one of the four subsequent suitable clinical approaches. They also completed a questionnaire designed to collect data related to demographics, career of interest, time spent in emergency rooms and year of study. The sensitivity and specificity related to competence in the radiological diagnosis of TB, as well as a score for the overall interpretation of chest X-rays, were calculated. Results: The sensitivity of the probable radiological diagnosis of pulmonary TB, based on the three chest X-rays of patients with TB (minimal, moderate and extensive) was 86.5%, 90.4% and 94.2%, respectively, and the specificity was 90%, 82% and 42%. The only factor associated with a high score for the overall radiological interpretation was the year of study. Conclusions: In this sample of medical students, who had received formal training in radiology early in their medical school course, the competence in interpreting the chest X-rays of TB patients was good. The year of study seems to influence overall chest X-ray reading skill.Keywords: Tuberculosis, pulmonary; Radiology; Education, medical. ResumoObjetivo: Avaliar a competência de estudantes de medicina seniores na interpretação de radiografias de tórax para o diagnóstico de tuberculose (TB) e determinar fatores associados com altos escores na interpretação de radiografias de tórax em geral. Métodos: Em outubro de 2008, uma amostra de conveniência de estudantes de medicina seniores da Faculdade de Medicina da Universidade Federal do Rio de Janeiro (RJ), que receberam educação formal em radiologia, foi convidada a participar do estudo. Seis radiografias de tórax foram selecionadas, das quais três eram de pacientes com TB. Os participantes escolheram uma entre três possíveis interpretações radiológicas e uma entre quatro condutas clínicas a serem seguidas. Eles também responderam um questionário relativo a dados demográficos, carreira de interesse, tempo de treinamento na emergência e ano de estudo em medicina. A sensibilidade e especificidade para a competência no diagnóstico radiológico da TB, assim como um escore de acertos em radiografia do tórax em geral, foram calculados. Resultados: A sensibilidade para o diagnóstico radiológico provável de TB pulmonar, baseado nas três radiografias de tórax de pacientes com TB (lesões menos extensas, moderadas e mais extensas) foi de 86,5%, 90,4% ...

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Competence of senior medical students in diagnosing tuberculosis based on chest X-rays

et al. 2010

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“…Likewise, a positive work setting then allows for continuous and real-time feedback to occur without the fear of looking bad on the wards. Another study involving medical students demonstrated that high-quality teaching was occurring when feedback was common in the daily workplace (Torre et al 2005). Feedback has already been validated in numerous studies as an instrument of instruction in medical training (Ende 1983;Bing-You 1993;Litzelman et al 1998;Furney at al.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, IM residents experience conflicts inherent to their simultaneous commitment to learning, teaching, and service that may undermine both their effectiveness in supervising interns and their own professional development (Yedidia et al 1995). Unfortunately, the defined teaching strategies in medicine have been extrapolated mostly from observations of attending physicians (Irby 1978(Irby , 1994McLean 2001;Torre et al 2005), with none focusing on residents themselves as the teachers. Indeed, attending physicians and residents face different challenges in education under current duty hour restrictions, and the teaching strategies used by both may be divergent due to this (Coverdill et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Teaching strategies used by internal medicine residents on the wards

Smith

Kohlwes

2011

Medical Teacher

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Background: Residents serve as teachers to interns and students in most internal medicine residency programs. Aim: The purpose of our study is to explore what internal medicine residents perceive as effective teaching strategies in the inpatient setting and to formulate a guideline for preparing residents to lead their ward teams. Methods: Housestaff identified as excellent teaching residents were recruited from a large internal medicine residency program. Focus groups were formed and interviews were conducted using open-ended questions. Transcripts of the interviews were reviewed, analyzed, and compared for accuracy by two investigators. The transcripts were then coded to categorize data into similar subjects from which recurrent themes in resident teaching were identified. Results: Twenty-two residents participated in four focus group interviews held in 2008. We identified five principal themes for effective teaching by residents: (T)aking advantage of teaching opportunities, (E)mpowering learners, (A)ssuming the role of leader, (C)reating a learning environment, and (H)abituating the practice of teaching. Conclusion: Strategies for effective teaching by residents exist. The TEACH mnemonic is a resident-identified method of instruction. Use of this tool could enable residency programs to create instructional curricula to prepare their residents and interns to take on the roles of team leaders and teachers.

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“…Studies of precepting behaviors published in the medical [8][9][10][11][12][13][14][15][16][17][18] and nursing [19][20][21] literature most frequently require student or resident response to a series of educator-defined value statements, [8][9][10][11][12][13][14][15][16][17][18][19] but there may be other characteristics valued by students not represented in the educator-defined value statements. Student-defined value statements about medical and nursing preceptor behaviors are derived from qualitative studies where open-ended statements made by medical students or residents on their evaluation are analyzed and used to identify what students valued (or didn't) about their preceptors.…”

Section: Introductionmentioning

confidence: 99%

Student-Valued Measurable Teaching Behaviors of Award-Winning Pharmacy Preceptors

O’Sullivan

Lau

Patel

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To identify specific preceptor teaching-coaching, role modeling, and facilitating behaviors valued by pharmacy students and to develop measures of those behaviors that can be used for an experiential education quality assurance program. Methods. Using a qualitative research approach, we conducted a thematic analysis of student comments about excellent preceptors to identify behaviors exhibited by those preceptors. Identified behaviors were sorted according to the preceptor's role as role model, teacher/coach, or learning facilitator; measurable descriptors for each behavior were then developed. Results. Data analysis resulted in identification of 15 measurable behavior themes, the most frequent being: having an interest in student learning and success, making time for students, and displaying a positive preceptor attitude. Measureable descriptors were developed for 5 role-modeling behaviors, 6 teaching-coaching behaviors, and 4 facilitating behaviors. Conclusion. Preceptors may need to be evaluated in their separate roles as teacher-coach, role model, and learning facilitator. The developed measures in this report could be used in site quality evaluation.

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Learning/Feedback Activities and High-Quality Teaching: Perceptions of Third-Year Medical Students during an Inpatient Rotation

Cited by 75 publications

References 33 publications

Competence of senior medical students in diagnosing tuberculosis based on chest X-rays

Competence of senior medical students in diagnosing tuberculosis based on chest X-rays

Teaching strategies used by internal medicine residents on the wards

Student-Valued Measurable Teaching Behaviors of Award-Winning Pharmacy Preceptors

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