Six-year Documentation of the Association between Excellent Clinical Teaching and Improved Studentsʼ Examination Performances

The power of one: Looking beyond the teacher in clinical instruction

“…In relation to the first question, analysis of transcripts yielded a set of 14 factors that students and clinical faculty thought explained the results of Griffith et al (2000) (Table I). Each factor was mentioned by at least five students and by varying numbers of faculty.…”

“…In the final fifteen minutes of each interview, respondents were told about the Griffith et al (2000) study in internal medicine that showed a significant and positive relationship between clinical teachers with high student ratings and subsequent academic achievement of third year medical students. Both groups were then asked to devise a rationale for how a single clinical teacher might have had such powerful influence on students' national examination scores.…”

“…Thus, our study addressed two questions: (1) How do third year medical students and their clinical teachers explain the results of Griffith et al (2000), i.e., the impact of highly effective clinical teachers on standardized examination results; and (2) do they question the underlying assumption of attributing such results to a single individual staff member?…”

“…Two studies that represent important empirical contributions are those of Blue et al (1999), and Griffith et al (2000). Both studies demonstrated that having effective clinical instructors had significant and positive effects on medical students' National Medical Board Exam (NMBE) scores when compared to being assigned to 'adequate' or 'poor' clinical instructors.…”

Measuring medical education and curriculum during orthopedic surgical residency1

“…The examination is an imperfect tool despite its specificity for our residency, its objectivity, and its availability. Our study is norm-referenced to national data and not criterion-referenced to behavior standards [16]. The present study looks more at the curriculum and less at the nature of instruction; for example, the present work did not account for small-group teaching or self-study.…”