The Qualities and Skills of Exemplary Pediatric Hospitalist Educators: A Qualitative Study

Abstract

Pediatric hospitalists in academic residency programs have unique opportunities to significantly affect the education of medical students and residents. This study validates and expands on prior studies of the qualities and skills needed to be a successful hospitalist educator. Researchers and educators designing faculty development programs to train more successful hospitalist educators may wish to target these qualities and skills as well as the differences in medical student and resident needs.

Resident Perceptions of Autonomy in a Complex Tertiary Care Environment Improve When Supervised by Hospitalists

“…Our data support published fi ndings that patient-centered teaching, encourage ment of autonomy, and fostering of problem solving are all skills of exemplary pediatric hospitalist educators. 17 Our results fi t within the educational theory of situated learning at work, in which trainees learn through actual participation in work tasks. Legitimate peripheral participation allows learners to actively contribute to an expert's work, with initially limited responsibility that is gradually increased as they advance, matching their responsibilities with their skills.…”

Medical Students’ Experiences Working With Frequently Rotating Pediatric Inpatient Attending Physicians

“…As found in previous studies, successful relationships between students and attending physicians occur when supervisors know students' names, include them in patient discussions, and display qualities such as enthusiasm, supportiveness, and encouragement. [17][18][19] Perhaps more challenging in the setting of frequently changing attending physicians is creating a learning environment for students in which they perceive their feedback to be credible and have an opportunity to show improvement. Our study's fi ndings offer clues about how to optimize the learning environment for all students in an inpatient setting with frequently changing attending physicians.…”

Student insight on the value of performing medication histories independently in a live outpatient setting

“…14 Several medical programs have assessed the objectives of their experiential activities using reflections and qualitative analysis. [15][16][17][18] One study by Morello et al 19 discovered that when pharmacy students attended a free student-run clinic for early experiential hours, they had a positive experience and were able to form a broader vision of how pharmacists can impact the community at lesser-known levels. The impact of this experience may not have been realized if a qualitative assessment was not conducted.…”