TY - JOUR
T1 - Medical Student Evaluation of the Quality of Hospitalist and Nonhospitalist Teaching Faculty on Inpatient Medicine Rotations
AU - Hunter, Alan J.
AU - Desai, Sina S.
AU - Harrison, Rebecca A.
AU - Chan, Benjamin K.S.
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
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.
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U2 - 10.1097/00001888-200401000-00017
DO - 10.1097/00001888-200401000-00017
M3 - Article
C2 - 14691002
AN - SCOPUS:0348224114
SN - 1040-2446
VL - 79
SP - 78
EP - 82
JO - Academic Medicine
JF - Academic Medicine
IS - 1
ER -