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Resident physicians' perspectives on effective outpatient teaching: a qualitative study.
John B Kisiel1, John B Bundrick, Thomas J Beckman
1Department of Internal Medicine, Mayo Clinic College of Medicine, Rochester, MN 55905, USA.
Advances in Health Sciences Education : Theory and Practice
|October 3, 2009
Summary
Effective outpatient teaching hinges on strong teacher-learner relationships and faculty kindness, according to internal medicine residents. Senior residents value humble, collaborative mentors who foster wisdom through experience.
Area of Science:
- Medical Education
- Qualitative Research
- Internal Medicine Training
Background:
- Existing learning theories suggest experienced faculty use collaborative teaching styles in hospital settings.
- Limited research has explored effective outpatient teaching characteristics using resident focus groups.
- Understanding resident perspectives is crucial for optimizing clinical learning environments.
Purpose of the Study:
- To explore internal medicine residents' perspectives on effective outpatient teaching.
- To identify key characteristics of successful clinical teachers in ambulatory settings.
- To bridge the gap between theoretical learning models and practical teaching experiences.
Main Methods:
- Conducted focus group discussions with first- through third-year internal medicine residents.
- Solicited resident reflections on interpersonal, clinical-teaching, and efficiency domains.
- Coded focus group transcripts to identify emergent themes through consensus.
Main Results:
- Key themes identified were "kindness" and "teacher-learner relationships."
- Junior residents preferred non-harsh, supportive faculty; senior residents valued humble, collaborative mentors.
- Senior residents emphasized faculty role-modeling and learning from experienced clinicians.
Conclusions:
- Effective outpatient learning is significantly influenced by grounded teacher-learner relationships.
- Qualitative insights from residents offer a deeper understanding beyond quantitative assessment scores.
- Findings align with learning theories and prior factor analytic studies, adding nuanced perspectives.
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