Division of Emergency Medicine, Department of Medicine, St. Michael's Hospital, Toronto, Ontario, Canada.
CJEM. 2005 Jan;7(1):36-41. doi: 10.1017/s1481803500012914.
Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities.
To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty.
A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance.
Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses.
Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.
对于影响急诊医师参加正式学术教学活动的因素，以及他们认为参加这些活动的益处，人们知之甚少。
确定哪些因素影响急诊医学教师参加正式学术查房，他们从中获得哪些收益，以及全职临床和兼职临床学术教师之间的看法有何差异。
向一家机构的所有具有学术任命的急诊医师发送了一份调查。对清单答案进行了二项式（是/否）制表，并根据预先分析计划，使用 2 人扎根理论方法对开放答案进行分析。使用卡方检验比较全职和兼职教师之间的差异。
回复率为 73.8%（48/65）。参加查房的主要障碍包括临床职责（75%）、专业职责（52.1%）、个人职责（33.3%）、地点（31.2%）和时间（27.1%）。参加查房的主要益处是继续教育、社交互动、教学机会、与住院医师互动、将自己的实践与同行进行比较、提高教学技巧和享受这种形式。两组的反应没有统计学上的显著差异。
我们研究中的急诊医师很少参加正式教学活动，这表明所感知的益处并不大于参加活动的障碍。唯一的主要障碍，即竞争责任，对于急诊医师来说很难改变。增加教师出勤率的策略应侧重于增强主要的感知收益：继续教育、社交互动和教育发展。教师在正式教学活动中从自己和住院医师中学习。
