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Eljack MMF, Ahmed FMT, Hasabo EA, Alfatih M, Ahmed KAHM, Elnaiem W, Mohamed MTA, Ahmed A, Hamood FMM, Hajhamd AAI, Ahmed RMM, Mansoor AFAB, Ahmed EM, Eisa YMEA, Taha NYM, Ahmed ME, Alnour AAD, Tayfour DOA, Mohammed LM, Ahmed EAZE, Tajeldeen S, Abdelrasoul MA, Balla IMM, Fadl HAO, Ahmed TAH, Yousif A, Abdulrazique QA, Sabri M, Dafalla HN, Alrahaman MF, Mohamed FRG, Ahmed AMOB, Alrabee NHK, Elbannan Elhassan Mohamed Ali M, Ali MM, Ibrahim AAA, A Wahaballah A, Elbagir M, Alkhier EA, Ahmed MA, Mustafa A, Altigany AK, Elaagib A, Almakey Y, Altayeb IKM, Humida G, Mohamed MHA, Ali ATM, Ahmed OMM. The educational value of ward rounds as a learning and teaching opportunity for house officers, medical officers, and registrars in Sudanese hospitals: a multi-center cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:426. [PMID: 37291568 DOI: 10.1186/s12909-023-04404-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Accepted: 05/26/2023] [Indexed: 06/10/2023]
Abstract
BACKGROUND Ward rounds are a cornerstone in the educational experience of junior doctors and an essential part of teaching patient care. Here, we aimed to assess the doctors' perception of ward rounds as an educational opportunity and to identify the obstacles faced in conducting a proper ward round in Sudanese hospitals. METHOD A cross-sectional study was conducted from the 15th to the 30th of January 2022 among house officers, medical officers, and registrars in about 50 teaching and referral hospitals in Sudan. House officers and medical officers were considered the learners, while specialist registrars were considered the teachers. Doctors' perceptions were assessed using an online questionnaire, with a 5-level Likert scale to answer questions. RESULTS A total of 2,011 doctors participated in this study (882 house officers, 697 medical officers, and 432 registrars). The participants were aged 26.9 ± 3.2 years, and females constituted about 60% of the sample. An average of 3.1 ± 6.8 ward rounds were conducted per week in our hospitals, with 11.1 ± 20.3 h spent on ward rounds per week. Most doctors agreed that ward rounds are suitable for teaching patient management (91.3%) and diagnostic investigations (89.1%). Almost all the doctors agreed that being interested in teaching (95.1%) and communicating appropriately with the patients (94.7%) make a good teacher in ward rounds. Furthermore, nearly all the doctors agreed that being interested in learning (94.3%) and communicating appropriately with the teacher (94.5%) make a good student on ward rounds. About 92.8% of the doctors stated that the quality of ward rounds could be improved. The most frequently reported obstacles faced during ward rounds were the noise (70%) and lack of privacy (77%) in the ward environment. CONCLUSION Ward rounds have a special value in teaching patient diagnosis and management. Being interested in teaching/learning and having good communication skills were the two major criteria that make a good teacher/learner. Unfortunately, ward rounds are faced with obstacles related to the ward environment. It is mandatory to ensure the quality of both ward rounds' teaching and environment to optimize the educational value and subsequently improve patient care practice.
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Affiliation(s)
| | | | | | - Mohammed Alfatih
- Faculty of Medicine, University of Alzaiem Alazhari, Khartoum, Sudan
| | | | - Walaa Elnaiem
- Faculty of Medicine, University of Khartoum, Khartoum, Sudan
| | | | - Alaa Ahmed
- Faculty of Medicine, University of Khartoum, Khartoum, Sudan
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Hiba Awadelkareem Osman Fadl
- Department of Haematology, Faculty of Medical Laboratory Sciences, AL-Neelain University, Khartoum, Sudan
- Department of Medical Laboratory, Sudanese Medical Research Association, Khartoum, Sudan
| | | | - Abdalla Yousif
- Faculty of Medicine, University of Red Sea, Port Sudan, Sudan
| | | | - Mohammed Sabri
- Faculty of Medicine, Omdurman Islamic University, Khartoum, Sudan
- Department of Physiology, Omdurman Islamic University, Khartoum, Sudan
| | | | | | | | | | | | | | - Monia Mukhtar Ali
- Faculty of Medicine, University of Alzaiem Alazhari, Khartoum, Sudan
| | | | | | - Mohammed Elbagir
- Faculty of Medicine, University of Alzaiem Alazhari, Khartoum, Sudan
| | | | - M A Ahmed
- Faculty of Medicine, University of Dongola, Dongola, Sudan
| | - Alamin Mustafa
- Faculty of Medicine, University of ALNeelain, Khartoum, Sudan
| | | | - Amna Elaagib
- Faculty of Medicine, Omdurman Alahlia University, Om Durman, Sudan
| | - Yahya Almakey
- Faculty of Medicine, Alribat National University, Khartoum, Sudan
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Barrington J, Polley C, van Heerden C, Gray A. Parents' attitudes to medical education on paediatric ward rounds. Arch Dis Child Educ Pract Ed 2023; 108:134-138. [PMID: 35361664 DOI: 10.1136/archdischild-2021-322363] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 02/15/2022] [Indexed: 11/03/2022]
Abstract
OBJECTIVES To understand parents' attitudes to medical education of junior doctors and students during ward rounds, and to explore how parents' perceptions vary in medical and surgical paediatric wards. DESIGN A mixed-methods descriptive study was done using 100 semistructured interviews across two departments at a single tertiary-level paediatric hospital. Quantitative data were derived from closed-ended interview responses and analysed using descriptive statistics to explore overall parental satisfaction with education on rounds. Qualitative data were obtained from open-ended interview responses using inductive content analysis, with themes agreed between three researchers. RESULTS This study demonstrated high parental satisfaction with education on ward rounds, with over 85% of parents satisfied with education occurring on rounds. There was no difference between medical and surgical cohorts despite more parents witnessing teaching on medical rounds (70%) than on surgical rounds (16%). Qualitative data derived four key themes: altruism as the reason for supporting education, the child still comes first, setting the scene and the location matters. CONCLUSION This research demonstrates parents support education of medical students and junior doctors during ward rounds, provided ward-based learning is not perceived to compromise care. Intentional communication with parents regarding the teaching process, including timing and location of teaching, helps improve engagement and parental satisfaction.
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Affiliation(s)
- Julia Barrington
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Clare Polley
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Carolyn van Heerden
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
| | - Amy Gray
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, Victoria, Australia
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Noorani M. The ward round: friend or foe in postgraduate training? A grounded theory study of residents' perspectives. MEDICAL EDUCATION ONLINE 2022; 27:2101180. [PMID: 35850579 PMCID: PMC9302005 DOI: 10.1080/10872981.2022.2101180] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 06/23/2022] [Accepted: 07/10/2022] [Indexed: 06/10/2023]
Abstract
The ward round has traditionally been a learning activity in medical education. Apart from education, ward rounds have multiple roles including patient care and communication. Some studies have described the ward round as an ideal place to learn patient management while others reported that little learning happens on rounds due to lack of time and patient volume. This study aimed to develop a deeper understanding of ward round learning from the perspective of postgraduate trainees. A constructivist grounded theory approach was used and data was collected during focus group discussions. Data were analyzed by initial coding, then grouped into focused codes and development of a theoretical framework by the process of constant comparison. Six categories evolved which contributed to the framework. Postgraduate trainees perceive the ward round as an important space where they use different learning activities to acquire knowledge, attitude and skills required of a specialist doctor. They progress from novices to experts under supervision of faculty who lead ward rounds. The round can achieve its full learning potential if planned and organized well but can become a missed opportunity if the learning environment is unfriendly. Patient- and learner-related barriers exist that hinder ward round learning. The framework explains how ward round learning occurs in postgraduate medical education from a trainee perspective. The findings can guide interventions to improve the learning experience. Studies comparing perspectives of teachers to those of learners are needed to further understand the complex learning milieu of the ward round.
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Affiliation(s)
- Mariam Noorani
- Consultant Paediatrician and Senior Instructor Department of Paediatrics, Aga Khan University, Dar Es Salaam, Tanzania
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Khalaf Z, Khan S. Education During Ward Rounds: Systematic Review. Interact J Med Res 2022; 11:e40580. [PMID: 36285742 PMCID: PMC9685505 DOI: 10.2196/40580] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 10/10/2022] [Accepted: 10/25/2022] [Indexed: 11/11/2022] Open
Abstract
Background Enhancing the educational experience provided by ward rounds requires an understanding of current perceptions of the educational value of rounds. Objective This systematic review examines perceptions of education in ward rounds, educational activities in ward rounds, barriers to learning, and perceptions of simulation-based ward rounds. Methods The 2020 PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed. MEDLINE (EBSCO), Cochrane, and Scopus were searched on May 29, 2022, for studies assessing learning during ward rounds. The search terms included “ward rounds,” “education,” and “trainees.” Then, the selected articles were reference searched. In total, 354 articles were retrieved. The articles were assessed for eligibility by 2 independent reviewers who screened titles, abstracts, and full-length texts. Articles addressing trainees’ education in all ward rounds were included. Articles were excluded if they were specific to certain disciplines, were reviews, were not published in scholarly journals, were published before 2015, were published in languages other than English, or did not concern human participants. Following the removal of 63 duplicates, a total of 268 articles were excluded. The risk of bias within the selected articles was also assessed via the Critical Appraisal Skills Programme checklist for qualitative research. Qualitative data were used to describe results in a narrative synthesis and in tables. Results A total of 23 articles were included. Perceptions of teaching in rounds were addressed by 6 studies, of which 3 showed negative perceptions among participants, 2 reported ambivalent perceptions, and 1 showed positive perceptions. Perceived barriers to teaching during rounds were assessed by 7 studies. The reported barriers included time constraints, workloads, schedules, interruptions, the service-oriented nature of rounds, the lack of feedback, hierarchies, the lack of opportunities to ask questions and be engaged in patient management, and divergent learner needs. Further, 8 studies identified types of educational activities, including observation, patient-specific teaching, and discussion. Perceptions of learning through simulated ward rounds were assessed by 8 studies, and a consensus of satisfaction was noted among learners. The interventions that were explored to improve education included using teaching frameworks, involving clinical librarians, and changing the setting of ward rounds. Conclusions The main limitations of this review are the predominant use of qualitative data in the included articles and the lack of standardization for the educational compositions of ward rounds among articles, which made the articles hard to compare. In conclusion, learning opportunities in ward rounds are often missed, and trainees perceive rounds to have low educational value. It is important to recognize the barriers to education during ward rounds and address them to maximize the benefits of ward rounds. Finally, there is a need to develop plans that incorporate teaching regularly during ward rounds in the inpatient setting. Trial Registration PROSPERO CRD42022337736; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=337736
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Affiliation(s)
- Zahra Khalaf
- Department of Postgraduate Surgical Studies, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Shaheer Khan
- Department of Postgraduate Surgical Studies, Royal College of Surgeons in Ireland, Dublin, Ireland
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Gard J, Polley C, Cisternino A, Gray A. The void: COVID-19 restrictions and junior doctor education opportunities. MEDICAL TEACHER 2022; 44:1290-1295. [PMID: 35793073 DOI: 10.1080/0142159x.2022.2093701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND In the setting of the COVID-19 pandemic, the modes of hospital service delivery, education, training, and the context surrounding them has undergone enormous change and disruptions. OBJECTIVE This study aimed to understand the 'lived-experience' of junior doctors in relation to their education, training, and professional development during the pandemic. METHODS A qualitative study based on thematic and cohort narrative analysis. 20 junior doctors who trained at an Australian tertiary paediatric hospital during the time of COVID-19 restrictions were interviewed. Based on a phenomenological approach, the interviews examined junior doctors' experiences in relation to medical education, adaptive education styles and the value attributed by participants to different forms of education provided to them. RESULTS Four overarching themes were identified regarding trainee perceptions of the impact of COVID-19 restrictions on learning opportunities, both positive and negative. These were: 'The void' - learning expectations junior doctors felt were missed, education affordances, peers and networks, and professional identity. CONCLUSION The pace with which educators have adapted to new teaching modes should be harnessed to incite equally novel curriculum evolution, smart investment in clinical moments, reconnect learning communities and create robust virtual learning environments.
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Affiliation(s)
- Jye Gard
- The Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Australia
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
| | - Clare Polley
- The Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Australia
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
| | - Angela Cisternino
- The Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Australia
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
| | - Amy Gray
- The Department of Paediatrics, Melbourne Medical School, University of Melbourne, Melbourne, Australia
- The Royal Children's Hospital Melbourne, Parkville, Victoria, Australia
- Murdoch Children's Research Institute, The Royal Children's Hospital, Melbourne, Australia
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Modak MB, Gray AZ. Junior doctor perceptions of education and feedback on ward rounds. J Paediatr Child Health 2021; 57:96-102. [PMID: 32844558 DOI: 10.1111/jpc.15135] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2019] [Revised: 07/25/2020] [Accepted: 07/27/2020] [Indexed: 11/27/2022]
Abstract
AIM The literature suggests that feedback is wanted and needed in clinical medicine and specifically on ward rounds, yet it is often lacking. This study aimed to examine junior doctor perceptions of education and feedback on ward rounds in one clinical department at a tertiary paediatric hospital and the key influences on these perceptions. METHODS Six semi-structured focus groups were conducted over a period of 9 months comprising of 20 participants (post-graduate year 1-5) in a general medical department of a tertiary paediatric hospital. Qualitative analysis was performed on focus group transcripts using an inductive approach and codes and themes were generated in an iterative fashion with checking of themes between two researchers. RESULTS Feedback experiences were largely positive compared to previous rotations. Three overarching themes were identified which influenced trainee perceptions of education and feedback on ward rounds. These were: consultant influences (e.g. educational engagement), trainee influences (e.g. active seeking of feedback), and structural factors (e.g. organisational constraints). CONCLUSIONS Despite positive feedback experiences, the need to improve feedback for our junior doctors is clear, but how to do this remains challenging when navigating work-learning tensions. The notion of the educational alliance between the consultant and trainee is a potential useful solution, but it requires deliberate effort and dedicated time to establish given our increasingly complex and busy clinical environments.
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Affiliation(s)
- Maitreyi B Modak
- Department of General Medicine, Royal Children's Hospital, Melbourne, Victoria, Australia
| | - Amy Z Gray
- Department of General Medicine, Royal Children's Hospital, Melbourne, Victoria, Australia.,Department of Paediatrics, The University of Melbourne, Melbourne, Victoria, Australia
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Ooi A, Bradley S, Mukherjee S, Stafford K, Henning MA. Facilitating educational experiences in a paediatric handover: A qualitative case study. J Paediatr Child Health 2020; 56:1426-1431. [PMID: 32949210 DOI: 10.1111/jpc.14964] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Revised: 05/11/2020] [Accepted: 05/14/2020] [Indexed: 11/27/2022]
Abstract
AIM Handovers have been established as a valuable educational tool; nevertheless, a paucity of literature exists evaluating contributors to the educational experience. Our study aimed to investigate participants' educational experiences based on a paediatric handover, and the facilitators and barriers towards teaching and learning during this process. METHODS A case study was conducted using semi-structured interviews. Data were collected exploring participants' perspectives of their educational experiences within a handover. An inductive, thematic content analysis was performed to identify key themes, assisted by nVivo software. RESULTS Four key themes contributing to the educational experience within a handover were identified related to the organisation of a handover, team dynamics, teaching and learning moments and tensions between the clinical tasks and education. A model is proposed aimed at optimising education within this context. CONCLUSIONS Our study identified contributing factors towards the educational experiences at handovers and provides strategies to optimise these.
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Affiliation(s)
- Aaron Ooi
- Department of Paediatrics, University of Auckland, Auckland, New Zealand.,Department of Paediatrics, Waikato Hospital, Hamilton, New Zealand
| | - Stephen Bradley
- Department of Paediatrics, University of Auckland, Auckland, New Zealand.,Department of Paediatrics, Rotorua Hospital, Rotorua, New Zealand
| | | | - Kerry Stafford
- Department of Paediatrics, Christchurch Hospital, Christchurch, New Zealand
| | - Marcus A Henning
- Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand
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Andreassen P, Christensen MK, Møller JE. Focused ethnography as an approach in medical education research. MEDICAL EDUCATION 2020; 54:296-302. [PMID: 31850537 DOI: 10.1111/medu.14045] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Revised: 12/06/2019] [Accepted: 12/11/2019] [Indexed: 06/10/2023]
Abstract
CONTEXT Over recent decades, the use of qualitative methodologies has increased in medical education research. These include ethnographic approaches, which have been used to explore complex cultural norms and phenomena by way of long-term engagement in the field of research. Often, however, medical education consists of short-term episodes that are not bound to single sites, but take place in a myriad of locations and contexts such as classrooms, examination stations, clinical settings and online. This calls for methodologies that allow us to grasp what is at stake in an increasingly multifaceted and diverse field. METHODS In this article, we direct attention to focused ethnography, which has emerged as a useful, suitable and feasible applied qualitative research approach, and which uses adapted classic ethnographic methods, such as direct observation, to gain new insights and nuanced understandings of distinct phenomena, themes and interactions in specific settings in medical education (eg the learning potential of ward rounds, or how hierarchical positions affect learning situations). We introduce methodological key features of focused ethnography to give insights into how the approach can be used, and we offer examples of how the method has been used in medical education research to show how it has contributed in different ways to the field of medical education research. Furthermore, we address and discuss some of the main challenges and limitations of the approach. CONCLUSIONS Focused ethnography offers a methodological approach that sheds light over limited and well-defined social episodes and interactions. Precisely because the field of medical education consists to a large degree of such fragmented interactions, focused ethnography can be seen as a methodology tailored to these characteristics and should become an integrated part of the toolkit of medical education research.
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Affiliation(s)
- Pernille Andreassen
- Centre for Health Sciences Education, Aarhus University, INCUBA Skejby, Aarhus, Denmark
| | - Mette K Christensen
- Centre for Health Sciences Education, Aarhus University, INCUBA Skejby, Aarhus, Denmark
| | - Jane E Møller
- Centre for Health Sciences Education, Aarhus University, INCUBA Skejby, Aarhus, Denmark
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Santos VHD, Ferreira JH, Alves GCA, Naves NM, Oliveira SLD, Raimondi GA, Paulino DB. Currículo oculto, educação médica e profissionalismo: uma revisão integrativa. INTERFACE - COMUNICAÇÃO, SAÚDE, EDUCAÇÃO 2020. [DOI: 10.1590/interface.190572] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
O currículo oculto resulta das relações interpessoais vividas academicamente, extrapolando o currículo formal, podendo ser um facilitador e também um empecilho ao aprendizado. Essa revisão objetiva compreender a abordagem da temática na educação médica e sua relação com o profissionalismo. A revisão integrativa nos permitiu observar uma sobrecarga cognitiva e emocional do(a)s estudantes causada pelo currículo oculto. Todavia, constatamos como a educação médica tem trabalhado com a finalidade de reduzir esses prejuízos. Nesse sentido, é importante problematizar os modelos hegemônicos que influenciam valores, interesses, discursos, saberes e práticas ao longo da formação. Para isso, é fundamental o debate em torno de conceitos/ações como identidade, diversidade, inclusão, hegemonia, ideologia, poder e cultura, que pode ocorrer de forma longitudinal e integrada em unidades curriculares relacionadas às humanidades.
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Habboush Y, Stoner A, Torres C, Beidas S. Implementing a clinical-educator curriculum to enrich internal medicine residents' teaching capacity. BMC MEDICAL EDUCATION 2019; 19:459. [PMID: 31829204 PMCID: PMC6907213 DOI: 10.1186/s12909-019-1888-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 11/25/2019] [Indexed: 05/05/2023]
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.
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Affiliation(s)
- Yacob Habboush
- Department of Internal Medicine, Orange Park Medical Center, 2001 Kingsley Avenue, Orange Park, 32073, FL, USA
| | - Alexis Stoner
- Department of Preventive Medicine and Public Health, Edward Via College of Osteopathic Medicine, Spartanburg, SC, USA
| | - Claribel Torres
- Department of Research and Sponsored Programs, Jacksonville University, Jacksonville, FL, USA
| | - Sary Beidas
- Department of Internal Medicine, Orange Park Medical Center, 2001 Kingsley Avenue, Orange Park, 32073, FL, USA.
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Gray AZ, Modak M, Connell T, Enright H. Structuring ward rounds to enhance education. CLINICAL TEACHER 2019; 17:286-291. [DOI: 10.1111/tct.13086] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Amy Z Gray
- Department of PaediatricsThe University of Melbourne Melbourne Australia
- Department of General MedicineRoyal Children's Hospital Melbourne Australia
- Murdoch Children's Research Institute Melbourne Australia
| | - Maitreyi Modak
- Department of General MedicineRoyal Children's Hospital Melbourne Australia
| | - Tom Connell
- Department of PaediatricsThe University of Melbourne Melbourne Australia
- Department of General MedicineRoyal Children's Hospital Melbourne Australia
- Murdoch Children's Research Institute Melbourne Australia
| | - Helen Enright
- Department of PaediatricsThe University of Melbourne Melbourne Australia
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