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Eureka moments: ICU physicians' views on teaching.

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Clinical teachers in medical intensive care units find teaching rewarding despite challenges. They desire peer coaching and institutional support to enhance professional satisfaction and teaching skills.

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Area of Science:

  • Medical Education
  • Physician Professional Development
  • Acute Care Medicine

Background:

  • Teaching hospitals present a dynamic environment where clinical supervisors balance education and patient care.
  • The relationship between teaching roles and professional satisfaction for hospital-based clinicians in acute care settings is under-researched.
  • This study investigates the perspectives of physicians teaching in medical intensive care units (MICUs) on their roles and job satisfaction.

Purpose of the Study:

  • To explore the perceptions of physicians teaching in MICUs regarding their teaching roles.
  • To understand the impact of teaching engagement on professional satisfaction among these clinicians.

Main Methods:

  • A qualitative study employing focus groups with MICU fellows and attending physicians.
  • Audio-recorded focus groups were transcribed, and thematic analysis was performed on de-identified transcripts.

Main Results:

  • Four key themes emerged from two focus groups with attendings (n=13) and two with fellows (n=12).
  • Identified themes included challenges (adaptability, assessing learner levels), a key benefit (witnessing learner "eureka moments"), and a need for professional development (peer coaching).

Conclusions:

  • Teaching in acute care settings, while demanding, is perceived as highly rewarding by clinical teachers.
  • Participants advocated for peer coaching and institutional support to enhance teaching skills and professional satisfaction.