Medical students' perceptions of resident teaching

Have duty hours regulations had an impact?

Aimee Elizabeth Brasher, Shahnaz Chowdhry, Linnea S. Hauge, Richard A. Prinz, Leigh A. Neumayer, Christopher C. Baker, David I. Soybel, Julie Ann Freischlag, J. Hans Jeekel

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

Objective: This study describes medical students' perceptions about resident teaching on a surgery clerkship and examines student perceptions before and after the implementation of duty hours regulations (DHR). Summary Background Data: There has been much discussion about the impact of DHR on surgical education. One area that merits evaluation is the effect that DHR have had on student education. Learners perceive the clinical teacher role as comprised of 4 roles: teacher, person, physician, and supervisor. This model served as the basis for examining resident teaching before and after DHR. Methods: Students completed end-of-rotation evaluations about residents' teaching effectiveness, amount of feedback, and quality of interactions. Student comments were compiled into individual resident reports, and reports were collected from pre- (2002-2003) and post- (2003-2004) DHR. A coding scheme was developed to describe resident performance in 4 roles: teacher, person, physician, and supervisor. Three coders independently reviewed 124 resident reports maintaining an interrater agreement of 80%. Analyses of variance were conducted to compare data from pre- and post-DHR. Results: After implementation of DHR, there were significantly more negative comments (P = 0.005), including comments about residents as supervisor (P = 0.001), teacher (P = 0.027), and teaching activities (P = 0.001). Positive comments about bedside teaching decreased (P = 0.007). Although total positive comments about resident as person increased (P = 0.01), total negative comments about resident as person also increased (P = 0.02). Conclusions: Findings of this study indicate that DHR have had a negative impact on medical students' perceptions of resident teaching. Surgical educators must develop programs that address resident teaching skills in a different environment.

Original languageEnglish (US)
Pages (from-to)548-555
Number of pages8
JournalAnnals of Surgery
Volume242
Issue number4
DOIs
StatePublished - Oct 2005
Externally publishedYes

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Medical Students
Teaching
Students
Physicians
Education
Analysis of Variance

ASJC Scopus subject areas

  • Surgery

Cite this

Brasher, A. E., Chowdhry, S., Hauge, L. S., Prinz, R. A., Neumayer, L. A., Baker, C. C., ... Jeekel, J. H. (2005). Medical students' perceptions of resident teaching: Have duty hours regulations had an impact? Annals of Surgery, 242(4), 548-555. https://doi.org/10.1097/01.sla.0000184192.74000.6a

Medical students' perceptions of resident teaching : Have duty hours regulations had an impact? / Brasher, Aimee Elizabeth; Chowdhry, Shahnaz; Hauge, Linnea S.; Prinz, Richard A.; Neumayer, Leigh A.; Baker, Christopher C.; Soybel, David I.; Freischlag, Julie Ann; Jeekel, J. Hans.

In: Annals of Surgery, Vol. 242, No. 4, 10.2005, p. 548-555.

Research output: Contribution to journalArticle

Brasher, AE, Chowdhry, S, Hauge, LS, Prinz, RA, Neumayer, LA, Baker, CC, Soybel, DI, Freischlag, JA & Jeekel, JH 2005, 'Medical students' perceptions of resident teaching: Have duty hours regulations had an impact?', Annals of Surgery, vol. 242, no. 4, pp. 548-555. https://doi.org/10.1097/01.sla.0000184192.74000.6a
Brasher, Aimee Elizabeth ; Chowdhry, Shahnaz ; Hauge, Linnea S. ; Prinz, Richard A. ; Neumayer, Leigh A. ; Baker, Christopher C. ; Soybel, David I. ; Freischlag, Julie Ann ; Jeekel, J. Hans. / Medical students' perceptions of resident teaching : Have duty hours regulations had an impact?. In: Annals of Surgery. 2005 ; Vol. 242, No. 4. pp. 548-555.
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abstract = "Objective: This study describes medical students' perceptions about resident teaching on a surgery clerkship and examines student perceptions before and after the implementation of duty hours regulations (DHR). Summary Background Data: There has been much discussion about the impact of DHR on surgical education. One area that merits evaluation is the effect that DHR have had on student education. Learners perceive the clinical teacher role as comprised of 4 roles: teacher, person, physician, and supervisor. This model served as the basis for examining resident teaching before and after DHR. Methods: Students completed end-of-rotation evaluations about residents' teaching effectiveness, amount of feedback, and quality of interactions. Student comments were compiled into individual resident reports, and reports were collected from pre- (2002-2003) and post- (2003-2004) DHR. A coding scheme was developed to describe resident performance in 4 roles: teacher, person, physician, and supervisor. Three coders independently reviewed 124 resident reports maintaining an interrater agreement of 80{\%}. Analyses of variance were conducted to compare data from pre- and post-DHR. Results: After implementation of DHR, there were significantly more negative comments (P = 0.005), including comments about residents as supervisor (P = 0.001), teacher (P = 0.027), and teaching activities (P = 0.001). Positive comments about bedside teaching decreased (P = 0.007). Although total positive comments about resident as person increased (P = 0.01), total negative comments about resident as person also increased (P = 0.02). Conclusions: Findings of this study indicate that DHR have had a negative impact on medical students' perceptions of resident teaching. Surgical educators must develop programs that address resident teaching skills in a different environment.",
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AU - Soybel, David I.

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N2 - Objective: This study describes medical students' perceptions about resident teaching on a surgery clerkship and examines student perceptions before and after the implementation of duty hours regulations (DHR). Summary Background Data: There has been much discussion about the impact of DHR on surgical education. One area that merits evaluation is the effect that DHR have had on student education. Learners perceive the clinical teacher role as comprised of 4 roles: teacher, person, physician, and supervisor. This model served as the basis for examining resident teaching before and after DHR. Methods: Students completed end-of-rotation evaluations about residents' teaching effectiveness, amount of feedback, and quality of interactions. Student comments were compiled into individual resident reports, and reports were collected from pre- (2002-2003) and post- (2003-2004) DHR. A coding scheme was developed to describe resident performance in 4 roles: teacher, person, physician, and supervisor. Three coders independently reviewed 124 resident reports maintaining an interrater agreement of 80%. Analyses of variance were conducted to compare data from pre- and post-DHR. Results: After implementation of DHR, there were significantly more negative comments (P = 0.005), including comments about residents as supervisor (P = 0.001), teacher (P = 0.027), and teaching activities (P = 0.001). Positive comments about bedside teaching decreased (P = 0.007). Although total positive comments about resident as person increased (P = 0.01), total negative comments about resident as person also increased (P = 0.02). Conclusions: Findings of this study indicate that DHR have had a negative impact on medical students' perceptions of resident teaching. Surgical educators must develop programs that address resident teaching skills in a different environment.

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