Teaching behaviors that define highest rated attending physicians: A study of the resident perspective

Huff, Nidhi G.; Roy, Brita; Estrada, Carlos A.; Centor, Robert M.; Castiglioni, Analia; Willett, Lisa L.; Shewchuk, Richard M.; Cohen, Stuart J.

doi:10.3109/0142159x.2014.920952

Cited by 18 publications

(12 citation statements)

References 27 publications

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“…Preliminary data from a qualitative study of resident and medical students' perceptions of faculty teaching did reveal differences between the two levels of learners, with residents appearing to value efficiency more than the students in that study. 20 Future studies should further compare how medical students and residents perceive differences in effective clinical teaching.…”

Section: Discussionmentioning

confidence: 99%

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

Morgan

Purkiss

Porter

et al. 2016

Journal of Women's Health

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Porter, Annie C.; Lypson, Monica L.; Santen, Sally A.; Christner, Jennifer G.; Grum, Cyrl M.; and Hammoud, Maya M., ,"Student evaluation of faculty physicians: gender differences in teaching evaluations." Journal of Women's Health. 25,5. 453-456. (2016 Purpose: To investigate whether there is a difference in medical student teaching evaluations for male and female clinical physician faculty. Methods:The authors examined all teaching evaluations completed by clinical students at one North American medical school in the surgery, obstetrics and gynecology, pediatrics, and internal medicine clinical rotations from 2008 to 2012. The authors focused on how students rated physician faculty on their ''overall quality of teaching'' using a 5-point response scale (1 = Poor to 5 = Excellent). Linear mixed-effects models provided estimated mean differences in evaluation outcomes by faculty gender.Results: There were 14,107 teaching evaluations of 965 physician faculty. Of these evaluations, 7688 (54%) were for male physician faculty and 6419 (46%) were for female physician faculty. Female physicians received significantly lower mean evaluation scores in all four rotations. The discrepancy was largest in the surgery rotation (males = 4.23, females = 4.01, p = 0.003). Pediatrics showed the next greatest difference (males = 4.44, females = 4.29, p = 0.009), followed by obstetrics and gynecology (males = 4.38, females = 4.26, p = 0.026), and internal medicine (males = 4.35, females = 4.27, p = 0.043). Conclusions: Female physicians received lower teaching evaluations in all four core clinical rotations. This comprehensive examination adds to the medical literature by illuminating subtle differences in evaluations based on physician gender, and provides further evidence of disparities for women in academic medicine.

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Section: Discussionmentioning

confidence: 99%

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

Morgan

Purkiss

Porter

et al. 2016

Journal of Women's Health

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“…The second component of the curriculum consisted of preceptor modeling. Modeling is an effective teaching technique that improves learner skills and competencies and is associated with high rates of resident satisfaction ( Huff et al, 2014 ). Preceptors identified specific scenarios and modeled, either in the examination room or while precepting, how they would review topics with the family using the EBCTs featured in the didactic training.…”

Section: Methodsmentioning

confidence: 99%

A Pediatric Resident Curriculum for the Use of Health Literacy Communication Tools

Costich¹,

Bisono²,

Meyers³

et al. 2022

HLRP: Health Literacy Research and Practice

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Background: Despite evidence that use of evidence-based communication tools (EBCT) with a universal precautions approach improves health outcomes, medical trainees report inadequate skills training. Objective: We developed, implemented, and evaluated a novel, interactive curriculum featuring a 30-minute, single-session didactic with video content, facilitated case-based discussions and preceptor modeling to improve use of EBCT among pediatric residents. A direct observation (DO) skills checklist was developed for preceptors to evaluate resident use of EBCT. Methods: Shortly after implementation of the curriculum, residents completed a survey assessing self-reported frequency of EBCT use both pre- and post-intervention. DOs were conducted 2 to 3 weeks after the didactic was completed and scores were compared among residents who participated in the curriculum and those who did not. A longitudinal 6-month follow-up survey was also distributed to assess changes over time. Key Results: Forty-seven of 78 (60%) of residents completed the survey and 45 of 60 (75%) of the eligible residents participated in the DO. There was significant change in self-reported use of all but one EBCT after participation in the curriculum. Residents reported sustained increased frequency of use of all communication tools except for Teach Back, Show Back, and explanation of return precautions in the 6 months following the curriculum. Notably, there was no significant difference in resident scores in the DO among residents who participated in the didactic session and those who did not. Conclusions: This novel interactive curriculum addresses ACGME (Accreditation Council for Graduate Medical Education) core competencies and fulfills a needed gap in resident curricula for health literacy-related skills training. Findings suggest a small, positive affect on frequency of self-reported use of health literacy EBCT. However, our findings demonstrate a lack of parallel improvement in resident performance during DO. Future curricula may require certain modifications, as well as reinforcement at regular intervals. [ HLRP: Health Literacy Research and Practice . 2022;6(2):e121–e127. ] Plain Language Summary: Use of evidence-based communication tools, such as presenting information in small chunks and avoiding complex medical terms among pediatric trainees, is limited. This study describes a new and interactive health literacy curriculum, with emphasis on preceptor modeling and DO to improve use of evidence-based communication tools among residents. After participation in the curriculum, residents report greater use of evidence-based communication tools. However, results from DO of residents did not demonstrate similar improvements.

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“…This is particularly true in neurology, where the majority of students witness at least one difficult conversation about new disability or prognosis during their clerkship and residents participate in such conversations regularly. 36 Multiple studies have demonstrated role modeling to be among the most appreciated traits in highly respected clinical teachers, 16,19 though this is not uniformly the case. 29 Excellent clinical teachers consider this responsibility important and make conscious choices about which traits to model and how.…”

Section: Practical Advantagesmentioning

confidence: 99%

“…7,[9][10][11][12][13][14][15] Yet, the bedside is considered by teachers and learners alike to be an effective locale for teaching the history, physical exam, and humanistic aspects of medicine. 8,[15][16][17][18][19][20][21][22][23][24] Moreover, most patients and families feel positively about being involved in bedside teaching. [25][26][27] Bedside teaching has previously been defined broadly as "clinical teaching in the presence of a patient," 8 which must be distinguished from "door-jamb" or "corridor" teaching.…”

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confidence: 99%

Bedside Teaching in Neurology

Dewey

Cho

2018

Semin Neurol

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The patient's bedside offers an ideal venue for teaching the art of clinical neurology and modeling humanism and professionalism. However, bedside teaching is underutilized in modern medical education, despite evidence that learners desire more. Logistical challenges and lack of teacher confidence are commonly cited reasons, but both can be mitigated with a deliberate approach and sufficient experience. Well-executed bedside teaching can provide lasting lessons for learners while enhancing the patient experience, without affecting the efficiency or quality care delivery. In this review, we discuss the theory and evidence to support the use of bedside teaching, and subsequently delineate a framework for designing and executing effective bedside teaching in neurology.

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Teaching behaviors that define highest rated attending physicians: A study of the resident perspective

Abstract: The most effective teaching behaviors fell into two broad domains: Teaching Process and Learning Atmosphere. Highest rated attending physicians are most recognized for characteristics in the Teaching Process domain.

Cited by 18 publications

References 27 publications

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

A Pediatric Resident Curriculum for the Use of Health Literacy Communication Tools

Bedside Teaching in Neurology

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