Medical Student Evaluation of the Quality of Hospitalist and Nonhospitalist Teaching Faculty on Inpatient Medicine Rotations

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

Purpose. To evaluate the impact of academic hospitalists on third-year medical students during inpatient medicine rotations. Method. The authors conducted a retrospective quantitative assessment of medical student evaluations of hospitalist and nonhospitalist Department of Medicine faculty at Oregon Health & Science University, for the 1998-00 academic years. Using a nine-point Likert-type scale, students evaluated the faculty on the following characteristics: communication of rotation goals, establishing a favorable learning climate, use of educational time, teaching style, evaluation and feedback, contributions to the student's growth and development, and overall effectiveness as a clinical teacher. Results. A total of 138 students rotated on the university wards during the study period; 100 with hospitalists, and 38 with nonhospitalists. Of these students, 99 (71.7%) returned evaluations. The hospitalists received higher numeric evaluations for all individual attending characteristics. Significance was achieved comparing communication of goals (p = .011), effectiveness as a clinical teacher (p = .016), and for the combined analysis of all parameters (p <.001). Despite lack of achieving statistical significance, there was a trend toward hospitalists being more likely to contribute to the medical student's perception of growth and development during the period evaluated (p = .065). Conclusions. In addition to performing the responsibilities required of full-time hospital-based physicians, hospitalists were able to provide at least as positive an educational experience as did highly rated nonhospitalist teaching faculty and in some areas performed better. A hospitalist model can be an effective method of delivering inpatient education to medical students.

Original languageEnglish (US)
Pages (from-to)78-82
Number of pages5
JournalAcademic Medicine
Volume79
Issue number1
DOIs
StatePublished - Jan 2004

Fingerprint

Hospitalists
Medical Students
medical student
Inpatients
Teaching
Medicine
medicine
evaluation
Students
student
teaching style
communication
Growth and Development
statistical significance
teacher
Communication
physician
climate
responsibility
university

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health
  • Education

Cite this

@article{c159151e93dc49e7bdecc465d83c635b,
title = "Medical Student Evaluation of the Quality of Hospitalist and Nonhospitalist Teaching Faculty on Inpatient Medicine Rotations",
abstract = "Purpose. To evaluate the impact of academic hospitalists on third-year medical students during inpatient medicine rotations. Method. The authors conducted a retrospective quantitative assessment of medical student evaluations of hospitalist and nonhospitalist Department of Medicine faculty at Oregon Health & Science University, for the 1998-00 academic years. Using a nine-point Likert-type scale, students evaluated the faculty on the following characteristics: communication of rotation goals, establishing a favorable learning climate, use of educational time, teaching style, evaluation and feedback, contributions to the student's growth and development, and overall effectiveness as a clinical teacher. Results. A total of 138 students rotated on the university wards during the study period; 100 with hospitalists, and 38 with nonhospitalists. Of these students, 99 (71.7{\%}) returned evaluations. The hospitalists received higher numeric evaluations for all individual attending characteristics. Significance was achieved comparing communication of goals (p = .011), effectiveness as a clinical teacher (p = .016), and for the combined analysis of all parameters (p <.001). Despite lack of achieving statistical significance, there was a trend toward hospitalists being more likely to contribute to the medical student's perception of growth and development during the period evaluated (p = .065). Conclusions. In addition to performing the responsibilities required of full-time hospital-based physicians, hospitalists were able to provide at least as positive an educational experience as did highly rated nonhospitalist teaching faculty and in some areas performed better. A hospitalist model can be an effective method of delivering inpatient education to medical students.",
author = "Alan Hunter and Sima Desai and Rebecca Harrison and Chan, {Benjamin K S}",
year = "2004",
month = "1",
doi = "10.1097/00001888-200401000-00017",
language = "English (US)",
volume = "79",
pages = "78--82",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "1",

}

TY - JOUR

T1 - Medical Student Evaluation of the Quality of Hospitalist and Nonhospitalist Teaching Faculty on Inpatient Medicine Rotations

AU - Hunter, Alan

AU - Desai, Sima

AU - Harrison, Rebecca

AU - Chan, Benjamin K S

PY - 2004/1

Y1 - 2004/1

N2 - Purpose. To evaluate the impact of academic hospitalists on third-year medical students during inpatient medicine rotations. Method. The authors conducted a retrospective quantitative assessment of medical student evaluations of hospitalist and nonhospitalist Department of Medicine faculty at Oregon Health & Science University, for the 1998-00 academic years. Using a nine-point Likert-type scale, students evaluated the faculty on the following characteristics: communication of rotation goals, establishing a favorable learning climate, use of educational time, teaching style, evaluation and feedback, contributions to the student's growth and development, and overall effectiveness as a clinical teacher. Results. A total of 138 students rotated on the university wards during the study period; 100 with hospitalists, and 38 with nonhospitalists. Of these students, 99 (71.7%) returned evaluations. The hospitalists received higher numeric evaluations for all individual attending characteristics. Significance was achieved comparing communication of goals (p = .011), effectiveness as a clinical teacher (p = .016), and for the combined analysis of all parameters (p <.001). Despite lack of achieving statistical significance, there was a trend toward hospitalists being more likely to contribute to the medical student's perception of growth and development during the period evaluated (p = .065). Conclusions. In addition to performing the responsibilities required of full-time hospital-based physicians, hospitalists were able to provide at least as positive an educational experience as did highly rated nonhospitalist teaching faculty and in some areas performed better. A hospitalist model can be an effective method of delivering inpatient education to medical students.

AB - Purpose. To evaluate the impact of academic hospitalists on third-year medical students during inpatient medicine rotations. Method. The authors conducted a retrospective quantitative assessment of medical student evaluations of hospitalist and nonhospitalist Department of Medicine faculty at Oregon Health & Science University, for the 1998-00 academic years. Using a nine-point Likert-type scale, students evaluated the faculty on the following characteristics: communication of rotation goals, establishing a favorable learning climate, use of educational time, teaching style, evaluation and feedback, contributions to the student's growth and development, and overall effectiveness as a clinical teacher. Results. A total of 138 students rotated on the university wards during the study period; 100 with hospitalists, and 38 with nonhospitalists. Of these students, 99 (71.7%) returned evaluations. The hospitalists received higher numeric evaluations for all individual attending characteristics. Significance was achieved comparing communication of goals (p = .011), effectiveness as a clinical teacher (p = .016), and for the combined analysis of all parameters (p <.001). Despite lack of achieving statistical significance, there was a trend toward hospitalists being more likely to contribute to the medical student's perception of growth and development during the period evaluated (p = .065). Conclusions. In addition to performing the responsibilities required of full-time hospital-based physicians, hospitalists were able to provide at least as positive an educational experience as did highly rated nonhospitalist teaching faculty and in some areas performed better. A hospitalist model can be an effective method of delivering inpatient education to medical students.

UR - http://www.scopus.com/inward/record.url?scp=0348224114&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0348224114&partnerID=8YFLogxK

U2 - 10.1097/00001888-200401000-00017

DO - 10.1097/00001888-200401000-00017

M3 - Article

C2 - 14691002

AN - SCOPUS:0348224114

VL - 79

SP - 78

EP - 82

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 1

ER -