Medical Student Perception of Resident Versus Attending Contributions to Education on Co‐Supervised Shifts During the Emergency Medicine Clerkship. Issue 2 (25th March 2018)

• Record Type: Journal Article
• Authors: Byrne, Richard; Barbas, Brian; Baumann, Brigitte M.; Patel, Sundip N.
• Editors: Runde, Daniel P.
• Is Part Of: AEM education and training. Volume 2:Issue 2(2018)
• Page Start: 82
• Page End: 85
• Publication Date: 2018-03-25
• Subjects: Emergency medicine -- Study and teaching -- Periodicals; Emergency medicine -- Study and teaching -- United States -- Periodicals; Periodicals; 616.025
• DOI: 10.1002/aet2.10091
• Languages: English
• ISSNs: 2472-5390

Abstract

Abstract: Objective: The objective was to assess medical student perception of resident and attending contributions to nine Accreditation Council for Graduate Medical Education educational objectives during their emergency medicine (EM) clerkship. Methods: This was a prospective survey study of fourth‐year medical students during their EM clerkship in a single academic emergency department. Students anonymously completed end‐of‐shift surveys if supervised by both resident and attending physicians. Students estimated the relative educational contribution from resident and attending on a 100‐point visual analog scale (–50 to 50) with –50 = 100% resident contribution, +50 = 100% attending contribution, and 0 = equal contributions by resident and attendings. Nine educational objectives were surveyed: evidence‐based medicine (EBM), clinical knowledge, chart documentation, bedside teaching, patient throughput, interpersonal communication, oral patient presentations, efficiency, and procedural instruction. Results: We collected 274 surveys from 65 students. Of the nine objectives, students perceived that residents contributed more than attendings in eight of nine (results reported as mean values with 95% confidence intervals): clinical knowledge –4.5 (–7.3 to –1.7), chart documentation –8.0 (–12.0 to –4.0), bedside teaching –8.6 (–12.0 to –5.2), throughput –13.0 (–16.4 to –9.6), oral presentations –14.2 (–17.3 to –11), efficiency –14.4 (–17.6 to –11.3), procedural instruction –20.2 (–24.0 to –16.5), and interpersonal communication –13.5 (–17.7 to –9.4). The sole outlier favoring attendings was EBM: 5.5 (1.9 to 9.1). Conclusions: Medical students perceive resident physicians to contribute more than attendings for most of their EM educational objectives, with faculty providing the greatest contribution to their EBM training.