The authors have no conflicts of interest to report.
Medical Students' Perceptions of the Elements of Effective Inpatient Teaching by Attending Physicians and Housestaff
Article first published online: 13 JUN 2005
Journal of General Internal Medicine
Volume 20, Issue 7, pages 635–639, July 2005
How to Cite
Elnicki, D. M. and Cooper, A. (2005), Medical Students' Perceptions of the Elements of Effective Inpatient Teaching by Attending Physicians and Housestaff. Journal of General Internal Medicine, 20: 635–639. doi: 10.1111/j.1525-1497.2005.0135.x
- Issue published online: 13 JUN 2005
- Article first published online: 13 JUN 2005
- Received for publication December 13, 2004 Accepted for publication February 15, 2005
- clinical clerkship;
- undergraduate education;
- teaching quality
Background: Most studies of effective inpatient teaching have focused on teaching by attending physicians.
Objective: To identify and compare medical students' perceptions of behaviors associated with teaching effectiveness of attending physicians and housestaff (residents and interns).
Design AND Participants: Third-year students who spent 4 weeks on a general internal medicine inpatient service during academic year 2003–2004 completed surveys using a 5-point Likert-type scale. Students evaluated numerous teaching behaviors of attendings and housestaff and then evaluated their overall teaching effectiveness.
Measurements: Each behavior was correlated with the perceived teaching effectiveness in univariate and regression analyses.
Results: Seventy-two students were taught by 23 attendings and 73 housestaff. Of 144 possible teaching evaluations, they completed 142 (98.6%) for attendings and 128 (88.9%) for housestaff. The mean rating for perceived teaching effectiveness was 4.48 (SD 0.82) for attendings and 4.39 (SD 0.80) for housestaff. For attending physicians, teaching effectiveness correlated most strongly with enthusiasm for teaching (R2=63.6%) but was also associated with inspiring confidence in knowledge and skills, providing feedback, and encouraging students to accept increasing responsibility. Housestaff teaching effectiveness correlated most strongly with providing a role model (R2=61.8%) but was also associated with being available to students, performing effective patient education, inspiring confidence in knowledge and skills, and showing enthusiasm for teaching. Regression models explained 79.7% and 73.6% of the variance in evaluations of attendings and housestaff, respectively.
Conclusions: Students' perceptions of effective teaching behaviors differ for attending physicians and housestaff, possibly reflecting differences in teaching roles or methods.