Yesterday a Learner, Today a Teacher Too: Residents as Teachers in 2000

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_2) ◽  
pp. 238-241
Author(s):  
Elizabeth H. Morrison ◽  
Janet Palmer Hafler
Keyword(s):  
Medical Students ◽  
Rating Scales ◽  
Clinical Teaching ◽  
Teaching Skills ◽  
Learning Needs ◽  
Educational Benefits ◽  
Medical Centers ◽  
Resident Physicians ◽  
Academic Medical ◽  
Rigorous Research

Resident physicians spend numerous hours every week teaching medical students and fellow residents, and only rarely are they taught how to teach. They can, however, be taught to teach more effectively. Teaching skills improvement initiatives for residents are taking a more prominent place in the educational literature. Limited evidence now suggests that better resident teachers mean better academic performance by learners. A small but important body of research supports selected interventions designed to improve residents' teaching skills, but not all studies have demonstrated significant educational benefits for learners. An increasing number of valid and reliable instruments are available to assess residents' clinical teaching, including objective structured teaching examinations and rating scales. In all specialties, rigorous research in evidence-based teacher training for residents will help prepare academic medical centers to meet the diverse and changing learning needs of today's physicians-in-training.resident physicians, medical students, fellow residents, teaching, graduate medical education.

A Multicenter Qualitative Analysis of Medical Student Narratives After a Palliative Care Elective

2020 ◽  
pp. 104990912097156
Author(s):  
Alana Sagin ◽  
Matthew S. Ellman ◽  
Ruhi R. Shariff ◽  
Christopher A. Jones ◽  
Kate Tindall ◽  
...  
Keyword(s):  
Palliative Care ◽  
Medical Student ◽  
Medical Students ◽  
The United States ◽  
Lessons Learned ◽  
Clinical Experiences ◽  
Medical Centers ◽  
Academic Medical ◽  
Patient’S Experience ◽  
Fourth Year Medical Students

Background: The medical student experience of a clinical elective in palliative care (PC) remains understudied. Reflective narrative interventions can help students hone narrative competency skills, make sense of their clinical experiences and shed light on their perception of the rotation. Objectives: To evaluate medical student written reflections after a PC clinical elective. Design: Students were asked to write a short reflective essay after PC clinical electives using open-ended writing prompts. Setting: Essays were collected from third and fourth-year medical students after completion of a PC elective at three geographically diverse academic medical centers in the United States. Measurements: Essays were coded for themes using a conventional content qualitative method of analysis. Results: Thirty-four essays were analyzed and four major themes emerged: reflection on the mission of medicine or motivation for being in medicine, reflection on professional skills or lessons learned, reflection on patient’s experience and personal responses to PC rotation. Sub-themes were also identified. Conclusions: Themes underscore the utility of the PC clinical elective as a meaningful experience that imparts useful skills, builds empathy, reminds students of their own motivations for being in medicine and serves as a catalyst for reflection on their own lives and relationships with their patients. Awareness of medical students’ personal and emotional responses to a PC elective can help inform educators as they support their students and provide opportunities for reflection and education.

scholarly journals Predictors and moderators of time to remission of major depression with interpersonal psychotherapy and SSRI pharmacotherapy

2010 ◽  
Vol 41 (1) ◽  
pp. 151-162 ◽  
Author(s):  
E. Frank ◽  
G. B. Cassano ◽  
P. Rucci ◽  
W. K. Thompson ◽  
H. C. Kraemer ◽  
...  
Keyword(s):  
Major Depression ◽  
Social Adjustment ◽  
Rating Scales ◽  
Unipolar Depression ◽  
Interpersonal Psychotherapy ◽  
Self Report ◽  
Medical Centers ◽  
Academic Medical ◽  
The Social ◽  
Psychomotor Activation

BackgroundAlthough many studies suggest that, on average, depression-specific psychotherapy and antidepressant pharmacotherapy are efficacious, we know relatively little about which patients are more likely to respond to one versus the other. We sought to determine whether measures of spectrum psychopathology are useful in deciding which patients with unipolar depression should receive pharmacotherapy versus depression-specific psychotherapy.MethodA total of 318 adult out-patients with major depression were randomly assigned to escitalopram pharmacotherapy or interpersonal psychotherapy (IPT) at academic medical centers at Pittsburgh, Pennsylvania and Pisa, Italy. Our main focus was on predictors and moderators of time to remission on monotherapy at 12 weeks.ResultsParticipants with higher scores on the need for medical reassurance factor of the Panic–Agoraphobic Spectrum Self-Report (PAS-SR) had more rapid remission with IPT and those with lower scores on the psychomotor activation factor of the Mood Spectrum Self-Report (MOODS-SR) experienced more rapid remission with selective serotonin reuptake inhibitor (SSRI) pharmacotherapy. Non-specific predictors of longer time to remission with monotherapy included several panic spectrum and mood spectrum factors and the Social Phobia Spectrum (SHY) total score. Higher baseline scores on the 17- and 25-item Hamilton Depression Rating Scales (HAMD-17 and HAMD-25) and the Work and Social Adjustment Scale (WSAS) also predicted a longer time to remission, whereas being married predicted a shorter time to remission.ConclusionsThis exploratory study identified several non-specific predictors but few moderators of psychotherapy versus pharmacotherapy outcome. It offers useful indicators of the characteristics of patients that are generally difficult to treat, but only limited guidance as to who benefits from IPT versus SSRI pharmacotherapy.

Medical Students and Global Surgery Efforts at Academic Medical Centers

2019 ◽  
Vol 145 (7) ◽  
pp. 690
Author(s):  
Dillan F. Villavisanis ◽  
Stephen M. Trinidad ◽  
Linda P. Zhang
Keyword(s):  
Medical Students ◽  
Global Surgery ◽  
Academic Medical Centers ◽  
Medical Centers ◽  
Academic Medical

Issues in Developing the Medical Scientist, Part 2: Fostering Research among Medical Students (Interview with Michael John McPhaul, MD)

2004 ◽  
Vol 52 (5) ◽  
pp. 292-295 ◽  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Academic Medical Centers ◽  
Student Research ◽  
American Federation ◽  
Medical Student Research ◽  
Research Fellowship ◽  
Medical Centers ◽  
Associate Dean ◽  
Academic Medical

The American Federation for Medical Research (AFMR) continues its series of articles that address the challenges faced by academic medical centers and other institutions in developing medical scientists. The goal of this series is to assist leaders at academic medical centers in addressing the challenges for training the next generation of health care investigators. In addition, we hope to educate junior investigators and trainees on the many issues that their facilitators and mentors face in developing adequate programs for training and career development.Our second interview in this series is with Michael John McPhaul, MD, and it focuses on developing research interests among medical students. Dr. McPhaul is professor of medicine in the Department of Internal Medicine, Division of Endocrinology, at the University of Texas (UT) Southwestern Medical School in Dallas, Texas. He is associate dean for medical student research and the program leader of the UT Southwestern Doris Duke Clinical Research Fellowship for Medical Students. Dr. McPhaul has a productive research laboratory focused on the mechanisms of androgen action. His laboratory is well funded and quite productive because he has published over 100 articles. He has been successful in his endeavors in supporting and fostering medical student research interests over the last several years and has assisted in the development of some novel programs. We are happy to have the opportunity for Dr. McPhaul to give his thoughts on how research interests and skills can be developed in medical students.

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 Performance of Pediatrics’ residents as clinical teachers: A student-based assessment

2019 ◽  
Vol 35 (6) ◽  
Author(s):  
Muhammad Faheem Afzal ◽  
Abrar Ashraf Ali ◽  
Asif Hanif
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Development Program ◽  
Learning Climate ◽  
Teaching Skills ◽  
Self Directed Learning ◽  
Clinical Teachers ◽  
Directed Learning ◽  
The Mean ◽  
Teacher's Knowledge

Objective: To assess the clinical teaching skills of Pediatrics’ residents as rated by final year MBBS students by using augmented Stanford Faculty Development Program questionnaire (SFDPQ) in a teaching hospital, Lahore. Methods: This cross- sectional survey was conducted in the Department of Pediatrics, King Edward Medical University, Lahore in six months in 2016. Total of 265 students of final year MBBS, attending the teaching sessions organized by residents during their four weeks rotation in Pediatrics were included by non-probability purposive sampling. The augmented SFDPQ was emailed to the study participants after the completion of the clinical rotation, following several encounters with the resident. The data was entered in SPSS 22 for statistical analysis. Scores for each domain (learning climate, control of session, communication of goals, promoting understanding and retention, evaluation, promoting self-directed learning, teacher’s knowledge and teacher’s attitude) were also presented as mean and standard deviation. One-sample Kolmogorov-Smirnov test was applied to observe the normality of data. Where normality of data was observed, independent sample t-test was applied and where normality of data was not observed, Mann-Whitney U test was applied to compare the score between genders. Score of four was considered as cut off score for satisfactory results. Results: Out of 265 students, 250 responded with response rate of 94.3%. Out of 250 medical students, 105 (42.0%) were male and 145(58.0%) were female. The internal consistency (Cronbach’s alpha) of this score was excellent (0.973). The mean score for all SFDPQ domains was also sub-optimal (2.90±0.611). The mean total score was sub-optimal for learning climate (3.39±0.69), control of session (3.25±0.77), communication of goals (3.26±0.86), promoting understanding and retention (3.26±0.77), evaluation (2.25±0.67), promoting self-directed learning (3.17±0.90), teacher’s knowledge (3.14±0.93) and teacher’s attitude (3.31±0.89), while it was good only for feedback (4.03±0.11). The mean total score for all SFDPQ domains in males and females was 3.05±0.54 and 2.79±0.64 respectively. Although sub-optimal in both the genders, the score was significantly higher in males with p-value 0.001. Conclusion: We found suboptimal clinical teaching skills of Pediatrics’ residents as rated by final year MBBS medical students. doi: https://doi.org/10.12669/pjms.35.6.830 How to cite this:Afzal MF, Ali AA, Hanif A. Performance of Pediatrics’ residents as clinical teachers: A student-based assessment. Pak J Med Sci. 2019;35(6):1499-1504. doi: https://doi.org/10.12669/pjms.35.6.830 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Evaluation of a Yoga-Based Mind-Body Intervention for Resident Physicians: A Randomized Clinical Trial

2021 ◽  
Vol 10 ◽  
pp. 216495612110010
Author(s):  
Julia Loewenthal ◽  
Natalie L Dyer ◽  
Marla Lipsyc-Sharf ◽  
Sara Borden ◽  
Darshan H Mehta ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Psychological Health ◽  
Well Being ◽  
Academic Medical Centers ◽  
Controlled Study ◽  
Medical Centers ◽  
Resident Physicians ◽  
Academic Medical

Background and Objective Mind-body interventions (MBIs) have been shown to be effective individual-level interventions for mitigating physician burnout, but there are no controlled studies of yoga-based MBIs in resident physicians. We assessed the feasibility of a yoga-based MBI called RISE (resilience, integration, self-awareness, engagement) for residents among multiple specialties and academic medical centers. Methods We conducted a waitlist controlled randomized clinical trial of the RISE program with residents from multiple specialty departments at three academic medical centers. The RISE program consisted of six weekly sessions with suggested home practice. Feasibility was assessed across six domains: demand, implementation, practicality, acceptability, adaptation, and integration. Self-reported measures of psychological health were collected at baseline, post-program, and two-month follow-up. Results Among 2,000 residents contacted, 75 were assessed for eligibility and 56 were enrolled. Forty-four participants completed the study and were included in analysis. On average, participants attended two of six sessions. Feasibility of in-person attendance was rated as 28.9 (SD 25.6) on a 100-point visual analogue scale. Participants rated feasibility as 69.2 (SD 26.0) if the program was offered virtually. Those who received RISE reported improvements in mindfulness, stress, burnout, and physician well-being from baseline to post-program, which were sustained at two-month follow-up. Conclusion This is the first controlled study of a yoga-based MBI in residents. While the program was not feasible as delivered in this pilot study, initial analyses showed improvement in multiple measures of psychological health. Residents reported that virtual delivery would increase feasibility.

scholarly journals Utilizing Electronic Medical Records to Standardize Handoffs in Academic Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e205-e213
Author(s):  
Lynn W. Sun ◽  
Andrea L. Stahulak ◽  
Deborah M. Costakos
Keyword(s):  
Patient Care ◽  
Ease Of Use ◽  
Resident Perceptions ◽  
Medical Centers ◽  
Resident Physicians ◽  
Major Metropolitan Area ◽  
Academic Medical ◽  
Before And After ◽  
Measured Efficiency ◽  
Inpatient Settings

Abstract Purpose Formalized handoff procedures have been shown to increase patient safety and quality of care across multiple medical and surgical specialties,1–4 but literature regarding handoffs in ophthalmology remains sparse. We instituted a standardized handoff utilizing an electronic medical record (EMR) system to improve care for patients shared by multiple resident physicians across weekday, weeknight, and weekend duty shifts. We measured efficiency, efficacy, and resident satisfaction before and after the standardized handoff was implemented. Methods Resident physicians surveyed were primarily responsible for patient care on consult and call services at two quaternary academic medical centers in a major metropolitan area. Patient care was performed in outpatient, emergency, and inpatient settings. Annual anonymous questionnaires consisting of 6 questions were used to collect pre- and postintervention impressions of the standardized EMR handoff process from ophthalmology resident physicians (9 per year; 3 preintervention years and 1 postintervention year). An additional anonymous postintervention questionnaire consisting of 12 questions was used to further characterize resident response to the newly implemented handoff procedure. Results Prior to implementation of a standardized EMR-based handoff procedure, residents unanimously reported incomplete, infrequently updated handoff reports that did not include important clinical and/or psychosocial information. Following implementation, residents reported a statistically significant increase in completeness and timeliness of handoff reports. Additionally, resident perception of EMR handoff utility, efficiency, and usability were comprehensively favorable. Residents reported handoffs only added a mean of 6.5 minutes to a typical duty shift. Conclusion Implementation of our protocol dramatically improved resident perceptions of the handoff process at our institution. Improvements included increased quality, ease-of-use, and efficiency. Our standardized EMR-based handoff procedure may be of use to other ambulatory-based services.

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