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Related Experiment Video

Updated: Jun 23, 2026

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
06:18

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example

Published on: April 18, 2025

Doctors as teachers: what do they think?

Lloyd J McCann1, Gill Naden, Stephen Child

  • 1Auckland District Health Board, Private Bag, Auckland, New Zealand.

The New Zealand Medical Journal
|May 19, 2009
PubMed
Summary
This summary is machine-generated.

Senior medical officers (SMOs) perceive a gap in their teaching, supervision, and feedback competence for resident medical officers (RMOs). This highlights a need for enhanced support and training for SMOs in postgraduate medical education.

Related Experiment Videos

Last Updated: Jun 23, 2026

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
06:18

Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example

Published on: April 18, 2025

Area of Science:

  • Medical Education
  • Clinical Supervision
  • Healthcare Professional Development

Background:

  • Postgraduate medical education relies heavily on senior medical officers (SMOs) for teaching, supervision, and feedback.
  • Effective training requires SMOs to possess adequate competence and receive appropriate support in their educational roles.
  • Assessing the perspectives of SMOs is crucial for identifying areas of improvement in medical training programs.

Purpose of the Study:

  • To evaluate the self-perceived competence of SMOs at Auckland City Hospital concerning teaching, supervision, and feedback for resident medical officers (RMOs).
  • To identify discrepancies between SMOs' self-rated competence and their perceived required competence in these educational domains.
  • To explore SMOs' needs for further training and identify barriers to effective teaching in the postgraduate medical setting.

Main Methods:

  • A survey was distributed to all SMOs at Auckland City Hospital regarding postgraduate medical education.
  • Data collected from 237 respondents (32.1% response rate) were statistically analyzed using Chi-squared and Fisher's exact tests.
  • Competence was assessed using a 5-point Likert scale, with statistical significance determined by p-values.

Main Results:

  • A significant gap was found between SMOs' self-rated competence and required competence in teaching (p<0.0001), supervision (p<0.0001), and feedback (p<0.0001).
  • Nearly 80% of SMOs desired information on managing poorly performing RMOs.
  • Barriers to effective teaching included lack of time, high workload, poor trainee continuity, and insufficient recognition for teaching roles.

Conclusions:

  • A notable competence gap exists for SMOs in their teaching, supervision, and feedback roles within the New Zealand clinical context.
  • SMOs perceive a need for greater support in their educational responsibilities to achieve desired trainee outcomes.
  • Addressing these gaps is essential for enhancing the quality of postgraduate medical training.