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Multiple variables influence the educational value of surgical clerkship sites
Philip N Redlich1, Tracy Milkowski, Dawn Bragg
1Department of Surgery, Medical College of Wisconsin, Froedtert West Clinics, 9200 West Wisconsin Ave., Milwaukee, WI 53226, USA. predlich@mail.mcw.edu
Background:
Students' satisfaction with the educational quality of a surgical clerkship is influenced by their experiences at assigned clinical sites. We sought to identify key variables perceived by students to be associated with educationally valued clerkship sites.
Methods:
Between 1998 and 2002, third-year medical students completed a surgery site survey for each of the 2 sites on which they rotated during their required 2-month surgery rotation, representing a total of 16 sites. Students rated each site using a Likert scale on 8 educational variables as well as the overall educational value of the site. Students recorded the hours per week of direct instructional contact with attendings and, in the 2001/2002 academic year, provided narrative comments regarding site-specific strengths and weaknesses. The relationship between site variables and overall educational value across all sites was examined by stepwise multiple regression analysis. Content analysis of narrative responses was performed to surface major strengths and weaknesses associated with site-specific educational value.
Results:
From 1,377 completed surveys, representing an 87% completion rate, a statistically significant relationship was identified between sites' overall educational value and 6 variables. The most significant variables were as follows: "direct instructional contact with attendings in the operating room" and "quality of house staff teaching" (accounted for 33% and 13% of the total variance in educational value, respectively). Content analysis from 359 narrative responses, representing a 92% response rate, revealed 5 major categories, with operating room experience receiving the most "strength" comments (28.8%).
Conclusions:
Specific variables influencing the perceived educational quality of clerkship sites can be identified. The single largest influence emerging independently from both the quantitative and qualitative analyses was the students' experiences in the operating room. Emphasis on the educational experience in the operating room should be a priority when seeking to improve the educational value of clerkship sites.