scholarly journals Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yacob Habboush ◽  
Alexis Stoner ◽  
Claribel Torres ◽  
Sary Beidas
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Student Perceptions ◽  
Clinical Teaching ◽  
Data Communication ◽  
Future Research ◽  
Control Group ◽  
Resident Teaching ◽  
Clinical Educator ◽  
Internal Medicine Residents

Abstract Introduction Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching. Methods A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. Results The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. Conclusion Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

scholarly journals Implementing a clinical-educator curriculum to enrich internal medicine residents' teaching capacity

2019 ◽  
Author(s):  
Yacob Habboush ◽  
Alexis Stoner ◽  
Claribel Torres ◽  
Sary Beidas
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Student Perceptions ◽  
Clinical Teaching ◽  
Data Communication ◽  
Future Research ◽  
Control Group ◽  
Resident Teaching ◽  
Clinical Educator ◽  
Internal Medicine Residents

Abstract Introduction Physicians-in-training (residents) are typically the primary educators for medical students during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching. Methods A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee (CET) group, the remaining residents were assigned to the control group. Osteopathic medical students rotating in the medicine service line were invited to participate. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. Results The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. Medical student perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we derived four common themes among the data; communication, professional engagement, practice-based learning, and systems-based learning. Conclusion Resident teaching capacity was enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development, and delivery assessment. In addition, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

scholarly journals Implementing a clinical-educator curriculum to enhance internal medicine residents’ teaching and professional presence

2019 ◽  
Author(s):  
Yacob Habboush ◽  
Alexis Stoner ◽  
Claribel Torres ◽  
Sary Beidas
Keyword(s):  
Internal Medicine ◽  
Professional Growth ◽  
Clinical Teaching ◽  
Assessment Tools ◽  
Future Research ◽  
Control Group ◽  
Resident Teaching ◽  
Clinical Educator ◽  
Trainee Group ◽  
Internal Medicine Residents

Abstract Background Physicians-in-training (residents) are typically the primary educators for medical students (MS) during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching and professional growth. Methods A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee group (CET), the remaining residents were assigned to the control group. Osteopathic MS rotating in the medicine service line were invited to participate. Five key assessment tools were developed and used to measure four constructs: Communication, Professional-Based Learning, Professional Engagement and System-based learning. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. Results The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. MS perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we categorized the described codes under four pre-identified themes; communication, professional engagement, professional-based learning, and systemic-based practice. Conclusion Resident teaching and professional capacity is enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development and delivery assessment. Also, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

scholarly journals Implementing a clinical-educator curriculum to enrich internal medicine residents’ teaching capacity

2019 ◽  
Author(s):  
Yacob Habboush ◽  
Alexis Stoner ◽  
Claribel Torres ◽  
Sary Beidas
Keyword(s):  
Internal Medicine ◽  
Professional Growth ◽  
Clinical Teaching ◽  
Assessment Tools ◽  
Future Research ◽  
Control Group ◽  
Resident Teaching ◽  
Clinical Educator ◽  
Trainee Group ◽  
Internal Medicine Residents

Abstract Background Physicians-in-training (residents) are typically the primary educators for medical students (MS) during clinical clerkships. However, residents are not formally trained to teach or to assess their teaching. The aim of this study was to assess the implementation of a clinical educator rotation aimed at developing residents’ competencies related to clinical teaching and professional growth. Methods A mixed-methods approach was used to develop and assess the clinical educator rotation at a teaching community hospital. Internal medicine residents who participated in the rotation and consented to the research were assigned to the clinical educator trainee group (CET), the remaining residents were assigned to the control group. Osteopathic MS rotating in the medicine service line were invited to participate. Five key assessment tools were developed and used to measure four constructs: Communication, Professional-Based Learning, Professional Engagement and System-based learning. The study used descriptive and qualitative analyses to measure primary and secondary outcomes. Results The primary outcome measure showed a positive change in resident knowledge, skills and behaviors in communication, reflection, feedback, precepting, and facilitation. MS perceptions of resident teaching skills confirmed the observed changes in CETs. Some CETs continued to practice and build their capacity for teaching after completing the rotation. Qualitatively, we categorized the described codes under four pre-identified themes; communication, professional engagement, professional-based learning, and systemic-based practice. Conclusion Resident teaching and professional capacity is enriched after completing the clinical educator rotation. Other benefits included: enhanced patient communication and education, increased resident confidence, personal satisfaction with training, work life-balance and enhanced career satisfaction. Future research should focus on curricular content, faculty development and delivery assessment. Also, research efforts should identify appropriate emerging technologies to include in the curriculum for enhancing teaching capacity.

scholarly journals Performance of Residents Serving as Clinical Teachers: A Student-Based Assessment

2014 ◽  
Vol 6 (1) ◽  
pp. 123-126 ◽  
Author(s):  
Mayowa O. Owolabi ◽  
Adefemi O. Afolabi ◽  
Akinyinka O. Omigbodun
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Clinical Teaching ◽  
Development Program ◽  
Teaching Skills ◽  
Validity And Reliability ◽  
Faculty Development Program ◽  
Clinical Teachers ◽  
Internal Medicine Residents ◽  
Tertiary Teaching

Abstract Background Little is known about the competences of residents as clinical teachers in African health care institutions. Objective We evaluated the clinical teaching skills of internal medicine residents from the perspective of medical students in a tertiary teaching institution in Africa. Methods We used the augmented Stanford Faculty Development Program Questionnaire, which has evidence of validity and reliability. To avoid a Hawthorne effect, students completed the questionnaire anonymously and confidentially after clinical teaching sessions by residents. A minimum score of 4 on a scale of 1 to 5 was defined a priori as possession of good clinical teaching skills. Results Sixty-four medical students assessed all 20 internal medicine residents in the Department of Medicine, University of Ibadan. Mean performance scores for the domains ranged from 3.07 to 3.66. Residents performed best in creating a good learning climate and worst in the promotion of understanding and retention. Sex of the resident, duration of residency, and rank had no significant impact (.09 < P < .94) on their teaching skills. Conclusions Consistent with other observations in the literature, residents' clinical teaching skills were suboptimal, particularly in their ability to promote understanding and retention. To enhance these skills, we recommend the integration of appropriately tailored programs to teach pedagogic skills programs in residency training.

scholarly journals Application of Standardized Measures in Clinical Teaching of Medical Imaging Department

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Chunhua Qi
Keyword(s):  
Medical Students ◽  
Medical Imaging ◽  
Clinical Teaching ◽  
Group Performance ◽  
Control Group ◽  
Standardized Measures ◽  
Imaging Department ◽  
Significant Difference ◽  
Observational Group ◽  
Assessment Result

Objective: To explore the application of standardized measures in clinical teaching of medical imaging department. Methods: Forty-eight medical interns in Department of Medical Imaging of our hospital from February 2018 to May 2019 were selected as research objects. They were divided into 2 groups according to random number table method, with 24 cases in each group. Routine education management was performed in clinical teaching for control group, standardized measure management was performed in clinical teaching for observational group. Performance assessment before and after intervention was compared between two groups of medical students. Results: Before intervention, there was no significant difference in assessment result between two groups of medical students (P>0.05). Assessment result after intervention was higher than before intervention in two groups of medical students. Observational group was higher than control group, the difference was statistically significant (P<0.05). Conclusions: Implementation of standardized measures in clinical teaching of medical imaging department could significantly improve assessment result of medical students, and its application can be considered in clinical teaching.

scholarly journals Skill retention with ultrasound curricula

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243086
Author(s):  
Lawrence Matthews ◽  
Krysta Contino ◽  
Charlotte Nussbaum ◽  
Krystal Hunter ◽  
Christa Schorr ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Intervention Group ◽  
Controlled Study ◽  
Control Group ◽  
Point Of Care Ultrasound ◽  
Skill Retention ◽  
Thoracic Ultrasound ◽  
Internal Medicine Residents ◽  
Exam Scores ◽  
Practical Exam

Background Implementation of a point of care ultrasound curricula is valuable, but optimal integration for internal medicine residency is unclear. The purpose of this study was to evaluate if a structured ultrasound curriculum vs. structured ultrasound curriculum plus supervised thoracic ultrasounds would improve internal medicine residents’ skill and retention 6 and 12 months from baseline. Methods We conducted a randomized controlled study evaluating internal medical residents’ skill retention of thoracic ultrasound using a structured curriculum (control, n = 14) vs. structured curriculum plus 20 supervised bedside thoracic ultrasounds (intervention, n = 14). We used a stratified randomization based on program year. All subjects attended a half-day course that included 5 lectures and hands-on sessions at baseline. Assessments included written and practical exams at baseline, immediately post-course and at 6 and 12 months. Scores are reported as a percentage for the number of correct responses/number of questions (range 0–100%). The Mann Whitney U and the Friedman tests were used for analyses. Results Twenty-eight residents were enrolled. Two subjects withdrew prior to the 6-month exams. Written exam scores for all subjects improved, baseline median (IQR) 60 (46.47 to 66.67) post-course 80 (65 to 86.67), 6-month 80 (66.67 to 86.67) and 12-month 86.67 (80 to 88.34), p = <0.001. All subjects practical exam scores median (IQR) significantly improved, baseline 18.18 (7.95 to 32.95), post-course 59.09 (45.45 to 70.45), 6 month 71.74 (60.87 to 82.61) and 12-month 76.09 (65.22 to 88.05), p = <0.001. Comparing the control group to the intervention group, there were statistically significant higher scores, median (IQR), in the intervention group on the practical exam at 6 months 63.05 (48.92 to 69.57) vs. 82.61(72.83 to89.13), p = <0.001. Conclusion In this cohort, internal medicine residents participating in a structured thoracic ultrasound course plus 20-supervised ultrasounds achieved higher practical exam scores long-term compared to controls.

scholarly journals Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students

2020 ◽  
Vol 21 (1) ◽  
pp. 40-60 ◽  
Author(s):  
Talea Anderson ◽  
Carrie Cuttler
Keyword(s):  
Student Perceptions ◽  
Future Research ◽  
Control Group ◽  
University Campuses ◽  
Course Materials ◽  
Within Subjects ◽  
Psychology Courses ◽  
Willingness To Use ◽  
The Cost ◽  
Open Textbooks

As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book’s format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students’ willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.  

scholarly journals BELIEFS REGARDING GERIATRICS PRIMARY CARE TOPICS AMONG MEDICAL STUDENTS AND INTERNAL MEDICINE RESIDENTS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S297-S297
Author(s):  
Dylan J Jester ◽  
Kathryn Hyer ◽  
Ross Andel
Keyword(s):  
Internal Medicine ◽  
Older Adults ◽  
Primary Care ◽  
Medical Students ◽  
Psychiatric Symptoms ◽  
Content Areas ◽  
Internal Medicine Residents ◽  
Images Of Aging ◽  
The Difference ◽  
First Year Medical Students

Abstract Our study evaluated and contrasted responses to 25 content areas essential to the primary care of older adults by medical students and residents, and identified attitudes toward aging amongst students and residents. One hundred and thirty-six medical students and 61 Internal Medicine residents completed a survey including the 25-item Geriatrics Clinician-Educator Survey and 18-item Images of Aging Scale. Students and residents rated importance and knowledge for content areas from 1 (low) to 10 (high). Gap scores reflecting the difference in ratings between importance and knowledge were calculated. The Images of Aging scale ranges between 0 (furthest from what you think) and 6 (closest to what you think). Results indicated that students and residents reflected similar beliefs about the importance of content areas, but students provided lower ratings in knowledge. Students revealed larger gap scores in areas that reflected general primary care (e.g., assess chronic conditions, medications), whereas residents revealed larger gap scores in areas that reflected specialists’ expertise (e.g., driving risk, cognition, psychiatric symptoms). Attitudes toward older adults did not differ appreciably between students and residents. In sum, primary care topics applicable for any age demographic were rated as most important by first-year medical students and Internal Medicine residents. Topics relevant to older populations – particularly those requiring specialists’ knowledge of or requiring sensitive discussion with older adults – were rated as less important and were less well mastered.

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