Abstract：
BACKGROUND:Junior doctors are increasingly promoted as clinical teachers but there is limited understanding of how they contribute to medical student clerkship learning. AIM:To describe contributions made by general surgical interns to the student clerkship learning environment. METHODS:The mixed-methods study involved two focus groups attended by volunteer interns and Year 4 students, and a student questionnaire collecting quantitative data. Focus group transcripts were evaluated using a qualitative analysis system. RESULTS:Six interns and five students attended focus groups in June and August 2011. Qualitative analysis found that intern contributions to student learning can be grouped under four distinct roles: physician, supervisor, teacher and person. Data from 85 questionnaires (response rate 57%) revealed that intern-student encounters occurred daily in the surgical wards and emergency department. Interns demonstrated bedside procedures, clerical/administrative tasks and interpretation of laboratory and radiological investigations. Appreciated for approachability, friendliness and ability to relate to students, interns also played a crucial role in integrating students into the surgical team. This significantly correlated to clerkship enjoyment. CONCLUSIONS:Surgical interns improve clerkship learning environments by demonstrating "personal" skills such as friendliness, approachability and relatedness. This has important implications for preparing interns as clinical preceptors.
journal_name
Med Teachjournal_title
Medical teacherauthors
Yu TC,Lemanu DP,Henning M,Maccormick AD,Hawken SJ,Hill AGdoi
10.3109/0142159X.2013.801550subject
Has Abstractpub_date
2013-08-01 00:00:00pages
639-47issue
8eissn
0142-159Xissn
1466-187Xjournal_volume
35pub_type
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