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

Abstract

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.

Nursing students' understanding and enactment of resilience: a grounded theory study

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Learner Handoffs Within Clinical Rotations: From the Resident Perspective

“…25 Successful implementation of CBME will require tools to address these challenges in the learning environment, with increasing demands for formative assessment and increasing time constraints of the attending-learner relationship at odds with each other. 4,5,7…”

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“…Some teachers may be reluctant to say Students have opportunities to show their progress Provide opportunities to practice after feedback, then observe the targeted skill again, so that students can demonstrate progress. 19 Questions are asked in a respectful way Pay attention to how questions are asked. Construct questions based on students' ability.…”

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