Evaluating physicians' teaching perspectives and demonstration of core competencies in clinical shadowing

Clinical shadowing serves as a crucial curriculum for medical students, enhancing their clinical proficiency and fostering professional socialization. This study examined the Teaching Perspective Inventory (TPI) of shadowed physicians and six core competencies they chose to exhibit. Additionally, we dug into the association between the TPI, preferred competencies demonstrated, and physician characteristics.

At the College of Medicine, National Taiwan University (NTUCM), participation in clinical shadowing is mandatory for second- and third-year medical students. Shadowed physicians volunteered to participate. An online, anonymous questionnaire was distributed to participating physicians to gather information about their age, sex, specialties, experience in clinical shadowing, and TPI. These physicians were also asked about six core competencies they preferred to demonstrate during shadowing sessions.

Out of 203 questionnaires distributed, 134 (66%) were collected and analyzed. Apprenticeship, with a prevalence of 46%, emerged as the most dominant teaching perspective, while Transmission, at 53%, was the most common recessive perspective. The top core competencies that physicians preferred to demonstrate during shadowing activities were Interpersonal and communication skills (70%), Systems-based practice (66%), and Professionalism (60%). Factors such as age, gender, and specialties of physicians had a certain impact on the core competencies they chose to exhibit, such as Interpersonal and communication skills or Systems-based practice.

Physicians predominantly demonstrated the Apprenticeship teaching perspective and favored showcasing Interpersonal and communication skills, Systems-based practice, and Professionalism during preclinical medical student shadowing. Physician characteristics influenced their TPI and core competencies displayed. Overall, our findings contribute to paving the path for future evidence-based educational reform.

Not applicable.