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Clinical Teaching Fellows (CTFs) significantly improved medical student learning and enjoyment on busy surgical ward rounds. This initiative optimized student satisfaction and reduced the teaching burden on clinical faculty.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Clinical Pedagogy

Background:

  • Ward-round teaching is crucial for medical education, but often suboptimal in fast-paced surgical settings.
  • Clinical Teaching Fellows (CTFs) are postgraduate doctors dedicated to teaching medical undergraduates.
  • This study investigates CTF support for undergraduate teaching on post-take surgical ward rounds (PTSWRs).

Purpose of the Study:

  • To evaluate the effectiveness of CTFs in supporting undergraduate medical teaching on busy PTSWRs.
  • To assess the impact of CTF-supported teaching on student learning and satisfaction.
  • To gather feedback from students and consultant surgeons on the initiative.

Main Methods:

  • CTFs facilitated structured, weekly teaching sessions alongside PTSWRs.
  • Pre- and post-intervention student questionnaires assessed enjoyment and depth of learning.
  • Consultant surgeons completed separate questionnaires on CTF support.

Main Results:

  • Lack of time was the primary barrier to effective ward round teaching.
  • CTF support significantly enhanced student enjoyment (p < 0.0001) and perceived learning (p < 0.0001).
  • Consultant surgeons expressed support for the CTF teaching initiative.

Conclusions:

  • CTF support on busy PTSWRs improved student satisfaction and learning.
  • The CTF model can be extended to other busy ward rounds to enhance education.
  • CTF support effectively reduces the teaching burden on clinical faculty.