Effects of 2- vs 4-Week Attending Physician Inpatient Rotations on Unplanned Patient Revisits, Evaluations by Trainees, and Attending Physician Burnout

“…5 One study found that medical students perceived worse teaching with a 2-week compared with a 4-week attending block. 6 In contrast, another study reported that medical students found similar teaching effectiveness between shorter and longer faculty rotations. 7 Previous studies have also found that learners think shorter faculty rotations reduce attending physicians' ability to evaluate them.…”

Section: Discussionmentioning

confidence: 96%

“…7 Previous studies have also found that learners think shorter faculty rotations reduce attending physicians' ability to evaluate them. 4,6 However, published research is limited by data derived from surveys and evaluation scores that do not well describe the reasons students prefer working with faculty for shorter or longer periods of time. Previous studies have not used qualitative research methods, an important strategy for exploring student perceptions.…”

Section: Discussionmentioning

confidence: 99%

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

Seltz

Montgomery

Lane

et al. 2014

Hospital Pediatrics

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OBJECTIVE: To explore medical students' experiences working with frequently rotating pediatric inpatient attending physicians. METHODS:We performed a qualitative study using focus groups and individual interviews of medical students who rotated on the general pediatric inpatient service at Children's Hospital Colorado. The majority of inpatient pediatric attending physicians worked 1-week blocks. We used a semistructured interview guide and analyzed data using the constant comparative method. In accordance with the grounded theory method, codes were developed using an iterative approach, and major themes were identifi ed. Analysis indicated theoretical saturation was achieved. We created a theory that arose from analysis of the data. RESULTS:Twenty-seven medical students participated. Data analysis yielded 6 themes: learning climate, continuity, student resilience, opportunity to progress, growth into a physician, and evaluation. In the learning climate, the emotional environment was often stressful, although students valued exposure to different patient care and teaching styles. Senior resident continuity promoted student function; lack of continuity with attending physicians inhibited relationship development. Students were resilient in adjusting to changing faculty with different expectations. In the context of frequently rotating faculty, students had diffi culty showing improvement to a single attending physician after feedback, which limited students' opportunities to progress. Students perceived summative evaluation as less meaningful in the absence of having a relationship with their attending physicians. CONCLUSIONS:Medical students valued exposure to different patient care and teaching styles. However, frequently changing attending physicians caused students stress and limited students' perceived ability to achieve and show professional growth. Medical Students' Experiences Working With Frequently Rotating Pediatric Inpatient Attending PhysiciansHospitalists, general pediatricians, and pediatric subspecialists are responsible for important aspects of medical student education in inpatient settings.

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“…For example, more studies could be undertaken to determine whether rotations for residents and attending physicians should be lengthened or better synchronized. 5 Methods of reducing stress that leads to burnout could be developed that might enable rotations to be lengthened, including reducing the need for onerous, duplicative, and usually useless documentation by both attendings and residents. 6 Programs could aim for more continuity with shorter shifts by making sure that returning residents care for the same panels of patients they had signed over earlier.…”

Section: F or Physicians Who Were Residents In The 1970smentioning

confidence: 99%