Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Forum for Health Economics & Policy

Editor-in-Chief: Goldman, Dana


CiteScore 2017: 0.53

SCImago Journal Rank (SJR) 2017: 0.425
Source Normalized Impact per Paper (SNIP) 2017: 0.297

Online
ISSN
1558-9544
See all formats and pricing
More options …

Predictors of Internal Medicine Resident Satisfaction with Teaching by Attendings

Cassandra M Guarino / Chung Pham / Elaine Quiter / Jose J Escarce
Published Online: 2010-06-24 | DOI: https://doi.org/10.2202/1558-9544.1183

This study identifies factors that predict internal medicine resident satisfaction with the quality of teaching by attendings. A key issue facing educators is whether high-quality instruction can be maintained in an environment in which attending physicians have many competing demands placed on their time. A national survey of clinical third-year internal medicine residents in 125 academically affiliated generally medical training programs was conducted. Univariate analyses describe the characteristics of the sample, and multivariate analyses evaluate the factors associated with resident satisfaction with teaching. The response rate was 64.1% (n=1354). Positive factors relating to satisfaction with teaching on inpatient ward rotations included: number of patients seen during rounds, attendings were fulltime, attending did clinical teaching during bedside work rounds, attending gave spontaneous and prepared presentations, and attendings were reached soon when needed. Negative factors included: number of residents in a ward team, number of patients admitted on overnight call, attendings seemed rushed and eager to finish rounds, and attendings were temporarily called away during rounds. Positive factors relating to satisfaction with teaching in continuity clinics included: residents being female and amount of time spent on talking to or examining patients. Negative factors included: amount of time spent on paperwork or routine work, attending changed resident’s decisions, attendings were difficult to reach, and attendings were temporarily called away during teaching. Different clinic settings also affected satisfaction. This study identifies several factors associated with internal medicine residents’ satisfaction with teaching and highlights mutable factors that faculty may consider changing to improve education and satisfaction.

Keywords: medical education; residency training; internal medicine

About the article

Published Online: 2010-06-24


Citation Information: Forum for Health Economics & Policy, Volume 13, Issue 2, ISSN (Online) 1558-9544, DOI: https://doi.org/10.2202/1558-9544.1183.

Export Citation

©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston.Get Permission

Comments (0)

Please log in or register to comment.
Log in