Title

Teaching behaviors that define highest rated attending physicians: A study of the resident perspective

Authors

Authors

N. G. Huff; B. Roy; C. A. Estrada; R. M. Centor; A. Castiglioni; L. L. Willett; R. M. Shewchuk;S. Cohen

Comments

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Abbreviated Journal Title

Med. Teach.

Keywords

NOMINAL GROUP TECHNIQUE; CLINICAL TEACHERS; WARD ROUNDS; EDUCATIONAL; FRAMEWORK; EVALUATION OBJECTIVES; FACTORIAL VALIDATION; FACULTY; COMPETENCES; ATTRIBUTES; EDUCATORS; Education, Scientific Disciplines; Health Care Sciences & Services

Abstract

Background: Better understanding teaching behaviors of highly rated clinical teachers could improve training for teaching. We examined teaching behaviors demonstrated by higher rated attending physicians. Methods: 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. Results: 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: Teaching Process (n = 8; sw = 215, 42.8%), Learning Atmosphere (n = 5; sw = 145, 28.9%), Role Modeling (n = 3; sw = 74, 14.7%) and Team Management (n = 3; sw = 65, 12.9%). Attendings in the highest tertile received a larger number of votes for characteristics within the Teaching Process domain (56% compared to 39% in lowest tertile). Conclusions: The most effective teaching behaviors fell into two broad domains: Teaching Process and Learning Atmosphere. Highest rated attending physicians are most recognized for characteristics in the Teaching Process domain.

Journal Title

Medical Teacher

Volume

36

Issue/Number

11

Publication Date

1-1-2014

Document Type

Article

Language

English

First Page

991

Last Page

996

WOS Identifier

WOS:000343929600010

ISSN

0142-159X

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