Medical student opinions of the house officer as a medical educator

Preparing surgery house officers for their teaching role

“…Barrow [15,16] described the approach he used as a house officer in internal medicine to develop his own teaching skills and subsequently presented results of a survey of medical student opinions of the house officer as a medical educator. Barrow surveyed graduates of the University of Florida College of Medicine and reported that students estimated that 31% of the knowledge they gained during clinical clerkships came from residents (18%) and interns (13%) compared with 25% from attending physicians and 43% from the students' own initiative.…”

Improving residents’ teaching skills: A program evaluation of residents as teachers course

“…Medical students report that they value and gain significantly from their educational encounters with residents. They also report that up to one-third of their education is provided by resident physicians (Barrow 1966;Brown 1970;Bing-You & Sproul 1992;Busari et al 2000). Along with their many other duties, medical residents report spending up to 25% of their time teaching medical students (Brown 1970;Sheets 1991).…”

A Two-day Teacher-Training Programme for Medical Residents: Investigating the Impact on Teaching Ability

“…Over the years, medical residents have increasingly been seen to be participating in the education of medical students on the hospital wards (Barrow, 1966;Brown, 1970;Meleca and Pearsol, 1988;Steward and Feltovich, 1988) and their contributions have been found to be quite significant (Barrow, 1966;Brown, 1970;Meleca and Pearsol, 1988;Steward and Feltovich, 1988). Medical residents' perceptions of their teaching activities and the problems involved with this responsibility have also been extensively investigated, (Barrow, 1965;1966;Bing-You and Sproul, 1992;Busari et al, 2000;2003;Nkanginieme and Ihekwaba, 1998) and recommendations have been made, aimed at improving the teaching and supervisory skills of medical residents' (Challis et al, 1998;Cote, 1993;Tonesk, 1979). Most of these recommendations have been based on the assumption that better teaching skills do not only improve medical residents' professional competence (Kates and Lesser, 1985;Apter et al, 1988;Busari et al, 2002Busari et al, , 2003 but probably also enhance the effectiveness of undergraduate clinical training.…”