Bishr Haydar1, Jonathan Charnin, Terri Voepel-Lewis, Keith Baker. 1. From the Department of Anesthesiology, University of Michigan, Ann Arbor, Michigan (B.H., T.V.-L.), and Harvard Medical School, Department of Anesthesia, Critical Care, and Pain Medicine, Massachusetts General Hospital, Boston, Massachusetts ( J.C., K.B.).
Abstract
BACKGROUND: Clinical teachers and trainees share a common view of what constitutes excellent clinical teaching, but associations between these behaviors and high teaching scores have not been established. This study used residents' written feedback to their clinical teachers, to identify themes associated with above- or below-average teaching scores. METHODS: All resident evaluations of their clinical supervisors in a single department were collected from January 1, 2007 until December 31, 2008. A mean teaching score assigned by each resident was calculated. Evaluations that were 20% higher or 15% lower than the resident's mean score were used. A subset of these evaluations was reviewed, generating a list of 28 themes for further study. Two researchers then, independently coded the presence or absence of these themes in each evaluation. Interrater reliability of the themes and logistic regression were used to evaluate the predictive associations of the themes with above- or below-average evaluations. RESULTS: Five hundred twenty-seven above-average and 285 below-average evaluations were evaluated for the presence or absence of 15 positive themes and 13 negative themes, which were divided into four categories: teaching, supervision, interpersonal, and feedback. Thirteen of 15 positive themes correlated with above-average evaluations and nine had high interrater reliability (Intraclass Correlation Coefficient >0.6). Twelve of 13 negative themes correlated with below-average evaluations, and all had high interrater reliability. On the basis of these findings, the authors developed 13 recommendations for clinical educators. CONCLUSIONS: The authors developed 13 recommendations for clinical teachers using the themes identified from the above- and below-average clinical teaching evaluations submitted by anesthesia residents.
BACKGROUND: Clinical teachers and trainees share a common view of what constitutes excellent clinical teaching, but associations between these behaviors and high teaching scores have not been established. This study used residents' written feedback to their clinical teachers, to identify themes associated with above- or below-average teaching scores. METHODS: All resident evaluations of their clinical supervisors in a single department were collected from January 1, 2007 until December 31, 2008. A mean teaching score assigned by each resident was calculated. Evaluations that were 20% higher or 15% lower than the resident's mean score were used. A subset of these evaluations was reviewed, generating a list of 28 themes for further study. Two researchers then, independently coded the presence or absence of these themes in each evaluation. Interrater reliability of the themes and logistic regression were used to evaluate the predictive associations of the themes with above- or below-average evaluations. RESULTS: Five hundred twenty-seven above-average and 285 below-average evaluations were evaluated for the presence or absence of 15 positive themes and 13 negative themes, which were divided into four categories: teaching, supervision, interpersonal, and feedback. Thirteen of 15 positive themes correlated with above-average evaluations and nine had high interrater reliability (Intraclass Correlation Coefficient >0.6). Twelve of 13 negative themes correlated with below-average evaluations, and all had high interrater reliability. On the basis of these findings, the authors developed 13 recommendations for clinical educators. CONCLUSIONS: The authors developed 13 recommendations for clinical teachers using the themes identified from the above- and below-average clinical teaching evaluations submitted by anesthesia residents.
Authors: Sreeja Natesan; John Bailitz; Andrew King; Sara M Krzyzaniak; Sarah K Kennedy; Albert J Kim; Richard Byyny; Michael Gottlieb Journal: West J Emerg Med Date: 2020-07-03