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

scholarly journals Learning Activities and Third-Year Medical Student Ratings of High Quality Teaching Across Different Clerkships

2006 ◽  
Vol 11 (1) ◽  
pp. 4603 ◽  
Author(s):  
Dario M. Torre ◽  
Deborah Simpson ◽  
D. Bower ◽  
P. Redlich ◽  
P. Palma-Sisto ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Ratings ◽  
Learning Activities ◽  
Quality Teaching ◽  
High Quality

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.

Beyond Student Ratings: Peer Observation of Classroom and Clinical Teaching

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Ronald A Berk ◽  
Phyllis L Naumann ◽  
Susan E Appling
Keyword(s):  
Teaching Effectiveness ◽  
Clinical Teaching ◽  
Interobserver Reliability ◽  
Student Ratings ◽  
Peer Observation ◽  
School Of Nursing ◽  
Observation Scale ◽  
Teaching Portfolio ◽  
Schools Of Nursing ◽  
Student Ratings Of Teaching

Peer observation of classroom and clinical teaching has received increased attention over the past decade in schools of nursing to augment student ratings of teaching effectiveness. One essential ingredient is the scale used to evaluate performance. A five-step systematic procedure for adapting, writing, and building any peer observation scale is described. The differences between the development of a classroom observation scale and an appraisal scale to observe clinical instructors are examined. Psychometric issues peculiar to observation scales are discussed in terms of content validity, eight types of response bias, and interobserver reliability. The applications of the scales in one school of nursing as part of the triangulation of methods with student ratings and the teaching portfolio are illustrated. Copies of the scales are also provided.

Medical Student Ratings of a Mock Interview Program: Preparing for Success in the Match℠

2015 ◽  
Vol 25 (3) ◽  
pp. 207-212
Author(s):  
Michael A. Pilla ◽  
Amy E. Fleming ◽  
Elizabeth A. Yakes ◽  
Ban Mishu Allos ◽  
William B. Cutrer ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Ratings

scholarly journals Residents as Medical Student Mentors During an Obstetrics and Gynecology Clerkship

2015 ◽  
Vol 7 (3) ◽  
pp. 412-416 ◽  
Author(s):  
Jackson Sobbing ◽  
Jennifer Duong ◽  
Frank Dong ◽  
David Grainger
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Personal Development ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Obstetrics And Gynecology ◽  
Mentoring Program ◽  
Student Mentors ◽  
Potential Benefits ◽  
Academic Year

ABSTRACT Background Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. Objective We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013–2014 academic year. Methods A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; residents were given information on MSMP requirements and were randomly assigned to students. We surveyed students and residents about their experience with the MSMP. Results Of 49 eligible medical students, 43 (88%) completed postsurveys. All students reported not having a mentoring program on other clerkships. Postclerkship, students indicated that they would participate in the MSMP again (32 of 38, 84%), and felt that having a mentor on other clerkships (30 of 36, 83%) would be beneficial. Students reported receiving educational (20 of 41, 49%) and procedural (33 of 41, 80%) instruction, personal development feedback (23 of 41, 56%), and career advice (14 of 41, 34%) from resident mentors. Out of a total of 45 possible surveys by residents, 17 (38%) were completed. Residents did not feel burdened by students (14 of 17, 82%), and all responded that they would participate in the MSMP again. Conclusions Feedback from medical students suggests that a mentoring program during clerkships may provide potential benefits for their careers and in 1-on-1 instruction.

scholarly journals The Effect of Teaching Family Medicine Clerkship Students on Preceptor Productivity

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
Tomoko Sairenji ◽  
Samuel Griffin ◽  
Misbah Keen
Keyword(s):  
Primary Care ◽  
Medical Student ◽  
Family Medicine ◽  
Student Teaching ◽  
Primary Care Physicians ◽  
Clinical Teaching ◽  
Medical Student Education ◽  
Billing Data ◽  
Medicine Clerkship ◽  
Number Of Patients

Introduction: High-quality, experiential learning in outpatient settings is indispensable for medical student education; however these settings are difficult to recruit and retain. The majority of primary care physicians are employed by organizations and are under pressure to increase their relative value unit (RVU) production. Although the common perception that teaching medical students decreases productivity is unproven, it is likely a barrier for primary care physicians pursuing clinical teaching. We sought to investigate whether medical student teaching affects clinical productivity. Methods: We recruited 15 family medicine (FM) clerkship sites to participate in our study via email and at an in-person meeting. For each preceptor, we collected billing data in the form of current procedural terminology (CPT) codes for all patient encounters and the number of patients seen per half-day for when the preceptor had a student and when they did not. We converted CPT codes to RVU data. We compared differences in productivity for each individual preceptor, and we used a paired t test to examine collective data with and without a student. Results: Ten preceptors at six FM clerkship sites provided reliable data. The average RVU per half-day without a student was 10.84, and it was slightly higher at 11.25 when a student was present (P=.74). The average number of patients seen per half-day without a student was 8.32 and it was slightly lower at 7.87 when a student was present (P=.58). Conclusion: This study shows promising data that teaching students in the outpatient setting does not decrease preceptor productivity. This pilot study can lead to a larger-scale exploration of family medicine preceptor productivity in different settings and institutions.

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