Medical student attitudes and actions that encourage teaching on surgery clerkships

被引:10
作者
Nguyen, Sarah [1 ]
Johnston, Tawni [1 ]
McCrary, Hilary C. [2 ]
Chow, Candace [3 ,4 ]
Babcock, Chanta'l [1 ]
Richards, Boyd [5 ]
Smith, Brigitte K. [6 ]
机构
[1] Univ Utah, Sch Med, Salt Lake City, UT USA
[2] Univ Utah, Sch Med, Dept Surg, Div Otolaryngol Head & Neck Surg, Salt Lake City, UT USA
[3] Univ Utah, Sch Med, Off Med Educ, Salt Lake City, UT USA
[4] Univ Utah, Dept Internal Med, Div Gen Internal Med, Salt Lake City, UT 84112 USA
[5] Univ Utah, Sch Med, Dept Pediat, Salt Lake City, UT USA
[6] Univ Utah, Sch Med, Dept Surg, Div Vasc Surg, 30 N 1900 E, Salt Lake City, UT 84132 USA
关键词
Surgical education; Medical students; Surgery clerkship; Teaching; PERCEPTIONS; RESIDENTS; TEACHERS;
D O I
10.1016/j.amjsurg.2021.03.067
中图分类号
R61 [外科手术学];
学科分类号
摘要
Y Introduction: Surgical faculty and residents are responsible for the clinical education of medical students during their core surgical clerkship, sub-internships, and clinical electives. Much attention has been paid to faculty development in teaching, as well as residents-as-teachers programs, to enhance student learning in the surgical environment. This focus to "train the trainers" has not addressed what medical students can do to take ownership of and improve their own learning, as partners in educational in-teractions. The purpose of this exploratory study was to investigate how medical students' attitudes and actions can enhance clinical teaching interactions during surgical rotations. Methods: Previously collected data from a multiple case study that explored the learning environment at a single academic medical center was analyzed to understand the roles that students play in their learning. The data includes transcriptions from semi-structured interviews with four 4th year mediacl students, three general surgery residents, and four surgery attendings, and focus groups with two sets of 3rd year medical students. Two authors employed thematic analysis to code the data. Results: Findings were organized into five themes: eagerness, humility, confidence, team player, and adaptability. Each attitudinal theme was associated with specific actions that students adopted to encourage teaching behaviors from resident and faculty surgeons during their surgery rotations. Par-ticipants discussed the importance of students "seek[ing] out opportunities" for learning (eagerness) and being "willing to be wrong" (humility). Student expressions of confidence in their knowledge and skills were marked by following "steps that I know," which signaled to teachers that they could be entrusted to participate in patient care. Students categorized as team players "follow[ed] up on information without specifically being told." Finally, students categorized as adaptable responded to "immediate feedback" by making "adjustments." Conclusions: Medical students are important stakeholders and contributors to teaching interactions and are likely to impact their own learning experience through the adoption of key attitudes and associated actions. (C) 2021 Elsevier Inc. All rights reserved.
引用
收藏
页码:1066 / 1071
页数:6
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