Educational Programs, Uniformed Services University of the Health Sciences, Bethesda, Maryland 20814, USA.
Acad Med. 2010 Dec;85(12):1855-61. doi: 10.1097/ACM.0b013e3181fa2de7.
To characterize meetings among clerkship directors within medical schools, specifically with regard to topics of discussion, and usefulness of the meetings.
In 2007, the Clerkship Directors in Internal Medicine surveyed its institutional members from 114 U.S. and Canadian medical schools. Respondents were asked about the frequency of meetings among clerkship directors, the topics of discussions, whether they were precluded from discussing students in academic difficulty, and the benefits and drawbacks of discussing students' performance. Analysis included descriptive statistics and qualitative analysis of free-text responses.
The response rate was 71% (81/114). The most common meeting frequencies were monthly (77%) or quarterly (15%). Topics discussed included deans' policies (91%), general announcements (90%), recommendations from clerkship directors to the dean (86%), Liaison Committee on Medical Education site visit preparation (84%), curricular input (82%), discussion of struggling students (49%), students' progress (48%), and planning for at-risk preclerkship students (22%). Some respondents (16%) were explicitly prevented from discussing student performance, for reasons of possible harm to the student (30/84; 36%), bias developing against the student (13/84; 16%), violation of privacy/lack of student confidentiality (4/84; 5%), and possible bias in grading or evaluation (8/84; 10%). Most respondents (94%) agreed there were benefits to students resulting from discussions: longitudinal tracking of concerns, designing remediation, tailoring teacher assignments, and societal obligations.
Clerkship directors meet frequently to discuss curriculum, policy, and students' performance. Most internal medicine clerkship directors believe discussing students' performance helps design educational interventions that balance societal obligations with student confidentiality.
描述医学院实习主任之间的会议情况，特别是讨论的主题以及会议的有用性。
2007 年，内科实习主任向其在美国和加拿大的 114 所医学院的机构成员进行了调查。受访者被问到实习主任之间会议的频率、讨论的主题、是否被禁止讨论学业困难的学生，以及讨论学生表现的利弊。分析包括描述性统计和对自由文本回复的定性分析。
回复率为 71%（81/114）。最常见的会议频率是每月（77%）或每季度（15%）。讨论的主题包括院长政策（91%）、一般公告（90%）、实习主任向院长的建议（86%）、医学教育联络委员会现场访问准备（84%）、课程投入（82%）、讨论表现不佳的学生（49%）、学生的进步（48%）以及为有风险的预科学生做计划（22%）。一些受访者（16%）因可能对学生造成伤害（30/84；36%）、对学生产生偏见（13/84；16%）、侵犯隐私/缺乏学生保密性（4/84；5%）和可能在评分或评估中存在偏见（8/84；10%）而被明确禁止讨论学生表现。大多数受访者（94%）认为讨论对学生有好处：对问题进行纵向跟踪、设计补救措施、调整教师任务以及履行社会责任。
实习主任经常开会讨论课程、政策和学生的表现。大多数内科实习主任认为讨论学生的表现有助于设计教育干预措施，在平衡社会责任与学生保密性之间取得平衡。
