Medical student and resident perceptions when working together in resident continuity clinics

Resident Teaching Expectations and Medical Student Feedback

Objective Much of resident teaching of medical students occurs in an informal manner, with bedside teaching a common focus. Hence, the ability to monitor such teaching is limited. Feedback about how students perceive the teaching is perhaps one way to more effectively monitor and influence resident teaching. Methods A “residents as teachers” program is described that includes specific resident ...

Emergency Medicine Resident Perceptions of Medical Professionalism

INTRODUCTION Medical professionalism is a core competency for emergency medicine (EM) trainees; but defining professionalism remains challenging, leading to difficulties creating objectives and performing assessment. Because professionalism is dynamic, culture-specific, and often taught by modeling, an exploration of trainees' perceptions can highlight their educational baseline and elucidate t...

Resident time in continuity practice.

BACKGROUND AND OBJECTIVES Family medicine residents are required to maintain a continuity practice in an approved family medicine center (FMC) and achieve minimum targets for patient encounters. In the past, minimum periods of time in the FMC were defined in the program requirements, but these have now been replaced with target numbers of patient encounters. As residency programs come under inc...

Impact of a teaching attending physician on medical student, resident, and faculty perceptions and satisfaction.

OBJECTIVES To determine if a dedicated teaching attending for medical student education improves medical student, attending physician, and resident perceptions and satisfaction. METHODS Two dedicated teaching attending physician shifts were added to the clinical schedule each week. A before-after trial compared medical student evaluations from 2000 to 2004 (preteaching attending physician) to...

Incorporating FOAM into medical student and resident education