Medical student evaluation of clinical teaching sessions in diabetes and endocrinology: a quantitative analysis based on formatted feedback over 1 year

2010 ◽  
Vol 27 (11) ◽  
pp. 1329-1331
Author(s):  
L. Varadhan ◽  
C. Rowley ◽  
G. I. Varughese
Keyword(s):  
Medical Student ◽  
Quantitative Analysis ◽  
Clinical Teaching ◽  
Student Evaluation

The Influence of Gender on the Medical Student Evaluation of High-Risk Behaviors in an Adolescent Patient

2017 ◽  
Vol 27 (3) ◽  
pp. 443-446
Author(s):  
Nicole Craker ◽  
S. Bruce Binder ◽  
Adrienne Stolfi ◽  
Brenda Roman ◽  
Nicole Borges
Keyword(s):  
Medical Student ◽  
High Risk ◽  
Risk Behaviors ◽  
Student Evaluation ◽  
Adolescent Patient ◽  
High Risk Behaviors

The Reliability of Medical Student Ratings of Clinical Teaching

1997 ◽  
Vol 20 (3) ◽  
pp. 343-352 ◽  
Author(s):  
David J. Solomon ◽  
Alice J. Speer ◽  
Curtis J. Rosebraugh ◽  
Donald J. DiPette
Keyword(s):  
Medical Student ◽  
Clinical Teaching ◽  
Student Ratings

Comparison of Resident and Medical Student Evaluation of Faculty Teaching

2001 ◽  
Vol 24 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Brent C. Williams ◽  
Matthew S. Pillsbury ◽  
David T. Stern ◽  
Cyril M. Grum
Keyword(s):  
Medical Student ◽  
Student Evaluation ◽  
Faculty Teaching ◽  
Student Evaluation Of Faculty

scholarly journals Teaching Pediatric Otoscopy Skills to the Medical Student in the Clinical Setting: Preceptor Perspectives and Practice

2020 ◽  
Author(s):  
Caroline Rose Paul ◽  
Alanna Higgins Joyce ◽  
Gary Beck Dallaghan ◽  
Meg Keeley ◽  
Corinne Lehmann ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Online Survey ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Acute Otitis Media ◽  
The United States ◽  
Direct Patient Care ◽  
Barriers To Teaching

Abstract Background Acute otitis media (AOM) is the most frequent indication for antibiotic treatment of children in the United States. Its diagnosis relies on visualization of the tympanic membrane, a clinical skill acquired through a deliberate approach. Instruction in pediatric otoscopy begins in medical school. Medical students receive their primary experience with pediatric otoscopy during the required pediatric clerkship, traditionally relying on an immersion, apprentice-type learning model. A better understanding of their preceptors’ clinical and teaching practices could lead to improved skill acquisition. This study investigates how pediatric preceptors (PP) and members of the Council on Medical Student Education in Pediatrics (COMSEP) perceive teaching otoscopy. Methods A 30-item online survey was administered to a purposeful sample of PP at six institutions in 2017. A comparable 23-item survey was administered to members through the 2018 COMSEP Annual Survey. Only COMSEP members who identified themselves as teaching otoscopy to medical students were asked to complete the otoscopy-related questions on the survey. Results Survey respondents included 58% of PP (180/310) and 44% (152/348) of COMSEP members. Forty-one percent (62/152) of COMSEP member respondents identified themselves as teaching otoscopy and completed the otoscopy-related questions. The majority agreed that standardized curricula are needed (PP 78%, COMSEP members 97%) and that all graduating medical students should be able to perform pediatric otoscopy (PP 95%, COMSEP members 79%). Most respondents reported usefulness of the American Academy of Pediatrics (AAP) AOM guidelines (PP 95%, COMSEP members 100%). More COMSEP members than PP adhered to the AAP’s diagnostic criteria (pediatric preceptors 42%, COMSEP members 93%). The most common barriers to teaching otoscopy were a lack of assistive technology (PP 77%, COMSEP members 56%), presence of cerumen (PP 58%, COMSEP members 60%), time to teach in direct patient care (PP 46%, COMSEP members 48%), and parent anxiety (PP 62%, COMSEP members 54%). Conclusions Our study identified systemic and individual practice patterns and barriers to teaching pediatric otoscopy. These results can inform education leaders in supporting and enabling preceptors in their clinical teaching. This approach can be adapted to ensure graduating medical students obtain intended core clinical skills.

scholarly journals Clinical Educator Self-Efficacy, Self-Evaluation and Its Relationship With Student Evaluations of Clinical Teaching

2020 ◽  
Author(s):  
Brett Vaughan
Keyword(s):  
Self Efficacy ◽  
Clinical Teaching ◽  
Student Evaluation ◽  
Teaching Quality ◽  
Student Evaluations ◽  
Multiple Sources ◽  
Self Evaluation ◽  
Clinical Educator ◽  
Clinical Educators ◽  
Evaluation Of Teaching

Abstract Background In a whole-of-system approach to evaluation of teaching across any degree, multiple sources of information can help develop an educators’ understanding of their teaching quality. In the health professions, student evaluations of clinical teaching are commonplace however, self-evaluation of teaching is less common, and exploration of clinical educators’ self-efficacy even less so. The aim of the study was to evaluate how a clinical educator’s self-evaluation of teaching intersects with their self-efficacy, to ascertain if that matches student evaluation of their teaching. This information may assist in facilitating targeted professional development to improve teaching quality. Methods Clinical educators in the osteopathy program at Victoria University (VU) were invited to complete: a) self-evaluation version of the Osteopathy Clinical Teaching Questionnaire (OCTQ); and b) the Self-Efficacy in Clinical Teaching (SECT) questionnaire. Students in the VU program completed the OCTQ for each of the clinical educators they worked with during semester 2, 2017. Results Completed OCTQ and SECT were received from 37 clinical educators. These were matched with 308 student evaluations (mean of 6 student ratings per educator). Three possible educator cohorts were identified: a) high clinical eductor self-OCTQ with low student evaluation; b) low clinical educator self-evaluation and high student evaluations; and, c) no difference between self- and student evaulations. Clinical educators in the first cohort demonstrated significantly higher SECT subscale scores (effect size >0.42) than their colleagues. Age, gender, teaching qualification, and years practicing or years as a clinical educator were not associated with clinical educator OCTQ scores or the SECT subscales. Conclusions Targeted professional development directed towards fostering self-efficacy may provide an avenue for engaging those clinical educators whose self-efficacy is low and/or those who did not receive high student evaluations. Given there is no gold standard measure of clinical teaching quality, educators should engage with multiple sources of feedback to benchmark their current performance level, and identify opportunities to improve. Student and self-evaluations using the OCTQ and evaluation of self-efficacy using the SECT, are useful tools for inclusion in a whole-of-system approach to evaluation of the clinical learning environment.

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