scholarly journals Impact of a Dedicated Teaching Attending Experience on a Required Emergency Medicine Clerkship

2019 ◽  
Vol 21 (1) ◽  
pp. 58-64
Author(s):  
Todd Guth ◽  
Michael Overbeck ◽  
Kelley Roswell ◽  
Tien Vu ◽  
Kayla Williamson ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Clinical Teaching ◽  
Multinomial Logistic Regression ◽  
Educational Innovation ◽  
High Volume ◽  
Teaching Quality ◽  
Medicine Clerkship ◽  
Clinical Educator ◽  
Sample Proportion ◽  
Rapid Pace

Introduction: One published strategy for improving educational experiences for medical students in the emergency department (ED) while maintaining patient care has been the implementation of dedicated teaching attending shifts. To leverage the advantages of the ED as an exceptional clinical educational environment and to address the challenges posed by the rapid pace and high volume of the ED, our institution developed a clerkship curriculum that incorporates a dedicated clinical educator role – the teaching attending – to deliver quality bedside teaching experiences for students in a required third-year clerkship. The purpose of this educational innovation was to determine whether a dedicated teaching attending experience on a third-year required emergency medicine (EM) clerkship would improve student-reported clinical teaching evaluations and student-reported satisfaction with the overall quality of the EM clerkship. Methods: Using a five-point Likert-type scale (1 - poor to 5 - excellent), student-reported evaluation ratings and the numbers of graduating students matching into EM were trended for 10 years retrospectively from the inception of the clerkship for the graduating class of 2009 through and including the graduating class of 2019. We used multinomial logistic regression to evaluate whether the presence of a teaching attending during the EM clerkship improved student-reported evaluation ratings for the EM clerkship. We used sample proportion tests to assess the differences between top-box (4 or 5 rating) proportions between years when the teaching attending experience was present and when it was not. Results: For clinical teaching quality, when the teaching attending is present the estimated odds of receiving a rating of 5 is 77.2 times greater (p <0.001) than when the teaching attending is not present and a rating of 4 is 27.5 times greater (p =0.0017). For overall clerkship quality, when the teaching attending is present, the estimated odds of receiving a rating of 5 is 13 times greater (p <0.001) and a rating of 4 is 5.2 times greater (p=0.0086) than when the teaching attending is not present. Conclusion: The use of a dedicated teaching attending shift is a successful educational innovation for improving student self-reported evaluation items in a third-year required EM clerkship.

scholarly journals Identifying and Remediating Quality Issues at Clinical Teaching Sites: A CERA Clerkship Directors Survey

2019 ◽  
Vol 51 (10) ◽  
pp. 811-816
Author(s):  
Joanna Drowos ◽  
Tomoko Sairenji ◽  
Kristen Hood Watson ◽  
Vanessa A. Diaz ◽  
Jasmine Pinckney ◽  
...  
Keyword(s):  
Family Medicine ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Quality ◽  
Additional Time ◽  
Community Based ◽  
Medicine Clerkship ◽  
Education Leaders ◽  
Performance Challenges ◽  
Research Alliance

Background and Objectives: Family medicine clerkship directors must secure an adequate number of teaching sites while maintaining or improving the quality of teaching. This survey details how family medicine clerkship directors identify community-based clinical sites with performance challenges, types of challenges, and whether a remediation option exists for struggling clinical sites or preceptors. This study also investigates the relationship between clerkship structure and problems with maintaining high-quality teaching sites. Methods: Data were gathered and analyzed as part of the 2018 Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) survey of family medicine clerkship directors. Results: There was a significant relationship between ease/difficulty of identifying clinical sites and paying preceptors (P=.032). A lower proportion of sites where a system is in place for remediation reported it being difficult to identify clinical sites (70.0% vs 92.2%, respectively, P=.011). Having a remediation system in place was also associated with less removal of sites (2.5% removed three or more sites vs 25% removed three or more sites, respectively, P=.005). Conclusions: Medical education leaders can explore payment to incentivize community-based preceptors in schools where identifying clinical sites is a challenge. Offering centralized preceptor development activities from medical schools, geared toward the importance of evaluations, balancing learners and opportunities for student engagement, may overcome some of the identified challenges. Medical schools may also consider providing additional time and support for clerkship directors to assist with tracking teaching quality at sites, and to assist struggling preceptors prior to removing them from teaching.

scholarly journals Clinical Teaching Site Does Not Affect Test Performance in an Emergency Medicine Clerkship

2011 ◽  
Vol 18 (7) ◽  
pp. 741-744 ◽  
Author(s):  
Aaron W. Bernard ◽  
Nicole Dubosh ◽  
Michael O’Connell ◽  
Justin Adkins ◽  
Sorabh Khandelwal ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Test Performance ◽  
Clinical Teaching ◽  
Medicine Clerkship ◽  
Teaching Site

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.

scholarly journals Clinical educator self-efficacy, self-evaluation and its relationship with student evaluations of clinical teaching

2020 ◽  
Vol 20 (1) ◽  
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.

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.

scholarly journals Teaching Rapid Assessment Skills in Triage for the Emergency Medicine Clerkship

2021 ◽  
Author(s):  
Frances Rudolf ◽  
Leslie C. Oyama ◽  
Kristy Schwartz ◽  
Jorge A. Fernandez ◽  
Stephen R. Hayden
Keyword(s):  
Emergency Medicine ◽  
Rapid Assessment ◽  
Medicine Clerkship ◽  
Assessment Skills

scholarly journals Feedback in the Emergency Medicine Clerkship

2011 ◽  
Vol 12 (4) ◽  
pp. 537-542 ◽  
Author(s):  
Aaron Bernard ◽  
Nicolas Kman ◽  
Sorabh Khandelwal
Keyword(s):  
Emergency Medicine ◽  
Medicine Clerkship

Emergency Medicine Clerkship Directors: Defining the Characteristics of the Workforce

2005 ◽  
Vol 45 (3) ◽  
pp. 262-268 ◽  
Author(s):  
Wendy C. Coates ◽  
Andrew M. Gill ◽  
Richard Jordan
Keyword(s):  
Emergency Medicine ◽  
Medicine Clerkship

scholarly journals Lower Volumes, Higher Speeds: Changes to Crash Type, Timing, and Severity on Urban Roads from COVID-19 Stay-at-Home Policies

2021 ◽  
pp. 036119812110444
Author(s):  
Jonathan Stiles ◽  
Armita Kar ◽  
Jinhyung Lee ◽  
Harvey J. Miller
Keyword(s):  
Logistic Regression ◽  
Traffic Safety ◽  
Travel Demand ◽  
Multinomial Logistic Regression ◽  
High Volume ◽  
Time Of Day ◽  
Bayesian Hierarchical ◽  
Crash Data ◽  
The Road ◽  
At Home

Stay-at-home policies in response to COVID-19 transformed high-volume arterials and highways into lower-volume roads, and reduced congestion during peak travel times. To learn from the effects of this transformation on traffic safety, an analysis of crash data in Ohio’s Franklin County, U.S., from February to May 2020 is presented, augmented by speed and network data. Crash characteristics such as type and time of day are analyzed during a period of stay-at-home guidelines, and two models are estimated: (i) a multinomial logistic regression that relates daily volume to crash severity; and (ii) a Bayesian hierarchical logistic regression model that relates increases in average road speeds to increased severity and the likelihood of a crash being fatal. The findings confirm that lower volumes are associated with higher severity. The opportunity of the pandemic response is taken to explore the mechanisms of this effect. It is shown that higher speeds were associated with more severe crashes, a lower proportion of crashes were observed during morning peaks, and there was a reduction in types of crashes that occur in congestion. It is also noted that there was an increase in the proportion of crashes related to intoxication and speeding. The importance of the findings lay in the risk to essential workers who were required to use the road system while others could telework from home. Possibilities of similar shocks to travel demand in the future, and that traffic volumes may not recover to previous levels, are discussed, and policies are recommended that could reduce the risk of incapacitating and fatal crashes for continuing road users.

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