Hunter Alan J, Desai Sima S, Harrison Rebecca A, Chan Benjamin K S
Department of Medicine, Oregon Health & Science University School of Medicine, Portland 97239, USA.
Acad Med. 2004 Jan;79(1):78-82. doi: 10.1097/00001888-200401000-00017.
To evaluate the impact of academic hospitalists on third-year medical students during inpatient medicine rotations.
The authors conducted a retrospective quantitative assessment of medical student evaluations of hospitalist and nonhospitalist Department of Medicine faculty at Oregon Health & Science University, for the 1998-00 academic years. Using a nine-point Likert-type scale, students evaluated the faculty on the following characteristics: communication of rotation goals, establishing a favorable learning climate, use of educational time, teaching style, evaluation and feedback, contributions to the student's growth and development, and overall effectiveness as a clinical teacher.
A total of 138 students rotated on the university wards during the study period; 100 with hospitalists, and 38 with nonhospitalists. Of these students, 99 (71.7%) returned evaluations. The hospitalists received higher numeric evaluations for all individual attending characteristics. Significance was achieved comparing communication of goals (p =.011), effectiveness as a clinical teacher (p =.016), and for the combined analysis of all parameters (p <.001). Despite lack of achieving statistical significance, there was a trend toward hospitalists being more likely to contribute to the medical student's perception of growth and development during the period evaluated (p =.065).
In addition to performing the responsibilities required of full-time hospital-based physicians, hospitalists were able to provide at least as positive an educational experience as did highly rated nonhospitalist teaching faculty and in some areas performed better. A hospitalist model can be an effective method of delivering inpatient education to medical students.
评估学术型住院医师对三年级医学生在内科住院医师轮转期间的影响。
作者对俄勒冈健康与科学大学1998 - 2000学年医学生对住院医师和非住院医师内科教员的评价进行了回顾性定量评估。学生使用九点李克特量表对教员在以下特征方面进行评价：轮转目标的沟通、营造良好的学习氛围、教育时间的利用、教学风格、评估与反馈、对学生成长和发展的贡献以及作为临床教师的整体效能。
在研究期间，共有138名学生在大学病房轮转；100名跟随住院医师，38名跟随非住院医师。其中，99名（71.7%）学生返回了评价。住院医师在所有个体教员特征方面获得了更高的数值评价。在目标沟通（p = 0.011）、作为临床教师的效能（p = 0.016）以及所有参数的综合分析（p < 0.001）方面具有统计学意义。尽管未达到统计学显著性，但在评估期间，住院医师更有可能对医学生的成长和发展认知做出贡献，存在这样一种趋势（p = 0.065）。
除履行全职医院医师所需的职责外，住院医师能够提供至少与评价很高的非住院医师教师一样积极的教育体验，并且在某些方面表现更好。住院医师模式可以是向医学生提供住院教育的一种有效方法。
