Student involvement on teaching rounds

Andrew R. Hoellein, Christopher A. Feddock, John F. Wilson, Charles H. Griffith, David W. Rudy, T. Shawn Caudill

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

BACKGROUND: Inpatient internal medicine education occurs in a fragile learning environment. The authors hypothesized that when medical students are involved in teaching rounds, residents may perceive a decrease in value of attending teaching. METHOD: During two summer periods, trained research assistants shadowed teaching rounds, tracking patient census and team call status, recording basic content of rounds, and delivering a survey instrument to the learners, asking them to rate the quality of the attending's teaching that day. RESULTS: One hundred sixty-six rounds were analyzed. Attending teaching ratings peaked when students were highly involved. In fact, high student involvement was an independent predictor of higher resident evaluation of teaching rounds (P < .0001). CONCLUSIONS: The best teaching occurred when involvement of medical students was greatest and their involvement was not necessarily a zero-sum game. The authors conclude that attending investment in medical student education during teaching rounds benefits all members of the inpatient team.

Original languageEnglish
Pages (from-to)S19-S21
JournalAcademic Medicine
Volume82
Issue number10 SUPPL.
DOIs
StatePublished - Oct 2007

ASJC Scopus subject areas

  • Education

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