Medical Student Perception of Resident Versus Attending Contributions to Education on Co‐Supervised Shifts During the Emergency Medicine Clerkship

Byrne, Richard; Barbas, Brian; Baumann, Brigitte M.; Patel, Sundip

doi:10.1002/aet2.10091

Cited by 11 publications

(9 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…80 This method can be used in the ED to efficiently balance clinical care while incorporating clinical teaching of learners. 79,81 For an instructor, it is important to recognize when this technique is appropriate (e.g., common ambulatory complaints) and when the model should not be used (e.g., rare or complex diseases). 82,83 In the latter, learners may need to use a more strategic approach (i.e., System 2 thinking).…”

Section: B Aunt Minniementioning

confidence: 99%

“…This is ideal for typical presentations of common, low-to-moderate acuity clinical complaints and allows learners to increase their repository of patient experiences as they develop their clinical gestalt. This strategy is based on the principle that, “if the lady across the street walks like your Aunt Minnie and dresses like your Aunt Minnie, she probably is your Aunt Minnie, even if you cannot identify her face.” 79 On a deeper level, this is informed by the concept of System 1 (e.g., unconscious, automatic) and System 2 (e.g., slow, effortful) thinking. 80 This method can be used in the ED to efficiently balance clinical care while incorporating clinical teaching of learners.…”

Section: Clinical Teaching Modelsmentioning

confidence: 99%

“… 80 This method can be used in the ED to efficiently balance clinical care while incorporating clinical teaching of learners. 79 , 81…”

Section: Clinical Teaching Modelsmentioning

confidence: 99%

See 2 more Smart Citations

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Natesan

Bailitz

King

et al. 2020

WestJEM

View full text Add to dashboard Cite

BACKGROUND Emergency medicine (EM) is a dynamic specialty that requires not only an acquisition of vast amounts of medical knowledge, but also the ability to prioritize and task switch efficiently and effectively to combat the chaos, high patient volume, and variable acuity within a given shift. Additionally, mounting pressures are placed on EM faculty to use less time to care for a larger volume of patients while increasing patient satisfaction scores, documentation, billing, and academic productivity. 1,2 All of these factors can make the emergency department (ED) a challenging environment for clinical

show abstract

Section: B Aunt Minniementioning

confidence: 99%

Section: Clinical Teaching Modelsmentioning

confidence: 99%

See 1 more Smart Citation

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Natesan

Bailitz

King

et al. 2020

WestJEM

View full text Add to dashboard Cite

show abstract

“…An essential part of any medical student rotation is to ensure there is appropriate educational content delivered to the student. 3 , 7 While this can happen in the form of scheduled didactic conferences and independent studying, much of this learning is done during clinical shifts in EM. Compared to the standard RUS, when paired with a resident for part of their rotation the majority of students felt more comfortable asking questions, had more direct teaching appropriate for their level of training, and overall had a better educational experience.…”

Section: Discussionmentioning

confidence: 99%

Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs

Mansour

Dyer

Chhabra

2021

WJEM

View full text Add to dashboard Cite

“…During their clinical clerkships, medical students consistently rank resident physicians as their most influential teachers [1][2][3][4][5][6][7][8][9]. Medical students also tend to rate the overall quality of their clinical clerkship favorably if they work closely with and are taught by residents, a rating which is often independent of the quality of teaching itself [1,6,[10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Teaching scripts via smartphone app facilitate resident-led teaching of medical students

et al. 2021

View full text Add to dashboard Cite

Background Previous studies have suggested that resident physicians are the most meaningful teachers during the clinical clerkships of third-year medical students (MS3s). Unfortunately, residents often feel unprepared for this crucial role. The pediatrics clerkship at our institution identified a paucity in the frequency of resident-led teaching with MS3s. Lack of confidence, suboptimal teaching space, and insufficient time were cited as the most significant barriers. To enhance resident-led teaching of MS3s, we created teaching scripts of general pediatrics topics accessible via a smartphone application (app). Methods Prior to the implementation of the app, MS3s and pediatric residents were surveyed on clerkship teaching practices. From May 2017 through July 2018, pediatric residents working with MS3s were introduced to the app, with both groups queried on resident teaching habits afterward. We compared pre-intervention and post-intervention data of time spent teaching, teaching frequency, and a ranking of pediatric resident teaching performance compared to residents of other MS3 core clerkships. Results 44 out of 90 residents (49%) responded to a pre-intervention survey on baseline teaching habits. 49 out of 61 residents (80%) completed our post-intervention survey. Pre-intervention, 75% (33/44) of residents reported spending less than 5 min per teaching session on average. Post-intervention, 67% (33/49) reported spending more than 5 min (p < 0.01). 25% (11/44) of residents reported teaching at least once per day pre-intervention, versus 55% (27/49, p = 0.12) post-intervention. Post-intervention data demonstrated a statistically significant correlation between app use and increased frequency of teaching (p < 0.01). The MS3 average ranking of pediatric resident teaching increased from 2.4 to 3.4 out of 6 (p < 0.05) after this intervention. Conclusions Residency programs looking to reform resident-led teaching, particularly of residents early in their training, should consider our novel approach. In addition to addressing barriers to teaching and creating a platform for near-peer teaching, it is adaptable to any specialty or learner level. Future direction includes developing objective measures for teaching performance and content proficiency to better assess our intervention as an educational curriculum, as well as further investigation of the intervention as a controlled trial.

show abstract

Medical Student Perception of Resident Versus Attending Contributions to Education on Co‐Supervised Shifts During the Emergency Medicine Clerkship

Abstract: Medical students perceive resident physicians to contribute more than attendings for most of their EM educational objectives, with faculty providing the greatest contribution to their EBM training.

Cited by 11 publications

References 16 publications

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs

Teaching scripts via smartphone app facilitate resident-led teaching of medical students

Contact Info

Product

Resources

About