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Related Experiment Videos

Hospitalists as teachers.

Sunil Kripalani1, Allison C Pope, Kimberly Rask

  • 1Division of General Medicine, Emory University School of Medicine, Atlanta, GA 30303, USA. skripal@emory.edu

Journal of General Internal Medicine
|January 30, 2004
PubMed
Summary
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Hospitalists and general medicine attendings are rated as more effective teachers than subspecialists by medical trainees. This finding highlights the importance of enthusiastic teaching and evidence-based medicine in clinical education.

Area of Science:

  • Medical Education
  • Clinical Teaching Effectiveness
  • Physician Training

Background:

  • Evaluating teaching effectiveness is crucial for medical education.
  • Variations in teaching styles exist among different physician specialties.
  • General medicine wards host diverse attending physicians, including hospitalists, generalists, and subspecialists.

Purpose of the Study:

  • To compare the perceived teaching effectiveness of hospitalist, general medicine, and subspecialist attendings.
  • To identify characteristics of effective clinical teachers as perceived by medical students and residents.

Main Methods:

  • A cross-sectional study was conducted at a large, inner-city public teaching hospital.
  • 423 medical students and house staff evaluated 63 attending physicians using the McGill Clinical Tutor Evaluation (CTE) survey.

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  • Qualitative analysis of written comments supplemented quantitative survey data.

    • Main Results:

    • Hospitalists (mean score 134.5) and general medicine attendings (135.0) received higher effectiveness ratings than subspecialists (126.3).
    • Physicians graduating in the 1990s scored higher than earlier graduates, a trend that remained significant after adjustments.
    • Trainees valued enthusiastic teachers, evidence-based practice, patient involvement, and good rapport, traits most often observed in hospitalists and generalists.

    Conclusions:

    • On general medicine wards, hospitalists and general medicine attendings are perceived as more effective teachers than subspecialists.
    • Effective teaching may be associated with specific faculty characteristics like enthusiasm and evidence-based medicine.
    • These findings have implications for faculty development and optimizing clinical learning environments.