Are fourth-year medical students effective teachers of the physical examination to first-year medical students?
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S A Haist1, J F Wilson, S E Fosson
1Department of Internal Medicine, University of Kentucky, Lexington 40536-0284, USA.
Objective:
To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students.
Design:
Stratified randomization of the first-year students.
Setting:
A public medical school.
Participants:
All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module.
Main Results:
The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably.
Conclusions:
Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student's performances on objective measures and ratings of teaching effectiveness.