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Sunday, February 26 • 2:45pm - 3:30pm
ARCHES - [Oral Presentation] 2. Teaching Intensive Care Medicine from the Learners’ Perspective: A Multicenter Evaluation

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3:00 PM - 3:15 PM

Teaching Intensive Care Medicine from the Learners’ Perspective: A Multicenter Evaluation

L. Santhosh, UCSF Medical Center
W.G. Carlos, Indiana University
A. Brady, University of Washington
M. Sharp, Johns Hopkins University
 Abstract Body: INTRODUCTION/RESEARCH QUESTION: It is important for teaching physicians to know what qualities are most valued by learners. To date, only two studies have been published addressing internal medicine residents’ perceptions of teaching faculty [1,2]. We sought to expand on the evidence about this topic through a multicenter study at four geographically diverse academic medical centers. Our study focused on teaching characteristics of intensive care unit (ICU) physicians that learners perceive are most impactful. METHODS: The study was conducted at Indiana University, Johns Hopkins University, UCSF, and University of Washington. Internal medicine residents completed an anonymous online survey rating the importance of characteristics of ICU attending role models. Questions on our 37-item-questionnaire were derived from prior studies and from the Stanford Faculty Development Center for Medical Teachers Clinician Teaching program [1,2,3]. Learners also named impactful role models at their institutions. T-tests were used to compare scores. RESULTS: 260 residents responded to the survey. The attributes most commonly rated as “very important” to trainees were that the attending enjoyed teaching house staff, demonstrated empathy and compassion to patients and families, explained clinical reasoning & differential diagnoses, treated non-MD staff members respectfully, and showed enthusiasm on rounds. Factors that trainees rated as less important were having numerous research publications, having served as a chief resident, sharing personal life with house staff, and organizing end-of-rotation social events. DISCUSSION Our study provides new information to teaching faculty striving to impact their learners’ education. While prior data demonstrated that learners valued attendings having served as a chief resident and sharing personal information with house staff, our study did not replicate this. We confirmed that learners appreciated teachers who are perceived to enjoy teaching. We also discovered that expression of empathy, explanation of clinical reasoning, and qualities of professionalism were influential. This may reflect a new generation of learners, differences between ICU versus ward teaching, or institutional variations. Next steps include analyzing course evaluations of named attending role models and conducting thematic analysis to identify predictors of teaching excellence. REFERENCES: Wright, S., et al. "Attributes of excellent attending-physician role models." New England Journal of Medicine (1998). Wright, S. "Examining what residents look for in their role models." Academic Medicine (1996). Skeff, K., et al. "The Stanford faculty development program: a dissemination approach to faculty development for medical teachers." Teaching and Learning in Medicine. (1992). 



Sunday February 26, 2017 2:45pm - 3:30pm
ARCHES

Attendees (5)