Teaching behaviors that define highest rated attending physicians: A study of the resident perspective. (November 2014)

• Record Type: Journal Article
• Authors: Huff, Nidhi G.; Roy, Brita; Estrada, Carlos A.; Centor, Robert M.; Castiglioni, Analia; Willett, Lisa L.; Shewchuk, Richard M.; Cohen, Stuart
• Is Part Of: Medical teacher. Volume 36:Number 11(2014)
• Page Start: 991
• Page End: 996
• Publication Date: 2014-11
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2014.920952
• Languages: English
• ISSNs: 0142-159X

Abstract

<abstract> <title>Abstract</title> <p> <bold>Background</bold>: Better understanding teaching behaviors of highly rated clinical teachers could improve training for teaching. We examined teaching behaviors demonstrated by higher rated attending physicians.</p> <p> <bold>Methods</bold>: Qualitative and quantitative group consensus using the nominal group technique (NGT) among internal medicine residents and students on hospital services (2004–2005); participants voted on the three most important teaching behaviors (weight of 3 = top rated, 1 = lowest rated). Teaching behaviors were organized into domains of successful rounding characteristics. We used teaching evaluations to sort attending physicians into tertiles of overall teaching effectiveness.</p> <p> <bold>Results</bold>: Participants evaluated 23 faculty in 17 NGT sessions. Participants identified 66 distinct teaching behaviors (total sum of weights [sw] = 502). Nineteen items had sw ≥ 10, and these were categorized into the following domains: <italic>Teaching Process</italic> (<italic>n</italic> = 8; sw = 215, 42.8%), <italic>Learning Atmosphere</italic> (<italic>n</italic> = 5; sw = 145, 28.9%), <italic>Role Modeling</italic> (<italic>n</italic> = 3; sw = 74, 14.7%) and <italic>Team Management</italic> (<italic>n</italic> = 3; sw = 65, 12.9%). Attendings in the highest tertile received a larger number of votes for characteristics within the <italic>Teaching Process</italic> domain (56% compared to 39% in lowest tertile).</p> <p> <bold>Conclusions</bold>: The most effective teaching behaviors fell into two broad domains: <italic>Teaching Process</italic> and <italic>Learning Atmosphere</italic>. Highest rated attending physicians are most recognized for characteristics in the <italic>Teaching Process</italic> domain.</p> </abstract>