Types of problem students encountered by clinical teachers on clerkships

Abstract

The teachers who play the all-important role of enabling students to learn on clinical clerkships must balance the two essential skills of being a good role model and maintaining objectivity in order to identify students with a variety of problems. This study describes the findings of a survey that identifies both the type of the problems that most bother teachers and the relative frequency of those problems. Non-cognitive problems (poor interpersonal skills and non-assertive, shy students) were identified by teachers as being seen at the same relative frequency but posing greater difficulty than cognitive problems (poor integration skills, disorganization, poor fund of knowledge, etc.). A variety of the types of interventions to these problems are discussed.

A cross‐cultural comparison of problem students on clinical rotations

“…Table 2 displays these categories, which are very similar to those of the earlier study that focused only on UW teachers. 6 The only differences between these two studies were that the student who could not focus on what was important was a type 1 category in this study and a type 2 in the previous study, and the student who does not measure up intellectually was a type 2 in this study and a type 4 in the previous study.…”

“…An analysis of the data from the UW School of Medicine identified four categories of problem students based on frequency and difficulty assessments. 6 A study by Metheny and Carline 7 compared the lecturer frequency ranking of these 21 student problems to the ranking made by medical students of the Medical College of Georgia. The student and clinical rankings correlated strongly on the perception of frequency.…”

The problem student: A comparison of student and physician views

“…The clinical teacher data came from two sources: the rankings published from the AAMC survey (n = 891) 1 and a subset of these data (n = 395) collected at UWSM. 2 The nature of these two data sets permitted a comparison to the student rankings; however, only the UWSM data were available for comparison in the test of interrater agreement.…”

“…This study identified the bright student with poor interpersonal skills and the excessively shy, nonassertive student as the two most frequently encountered and difficult students to manage. 2 plained the most about the difficulty handling the problem student. 3…”

Étude exploratoire des perceptions et pratiques de médecins cliniciens enseignants engagés dans une démarche de diagnostic et de remédiation des lacunes du raisonnement clinique

“…10 à 15 % des étudiants inscrits dans les cursus de formation médicale initiale présentent des difficultés académiques [3,4] . Différents modèles existent dans la littérature pour tenter de classifier les différents types de problèmes rencontrés ; cependant, chacun s'accorde pour relever que les principales difficultés académiques sont d'ordre cognitif, parmi lesquelles figurent celles liées au raisonnement clinique [5][6][7][8][9][10] . Actuellement, ces difficultés sont identifiées la plupart du temps tardivement dans le parcours de formation [9][10][11] et il n'existe que peu de descriptions de méthodes de remédiation défi-nies [12,13] .…”