Resident-teaching of ethics in undergraduate medical education: a grounded theory analysis.
In graduate medical education, teaching is a required subcompetency largely fulfilled via clinical teaching, journal clubs, and grand rounds. Evidence shows that when moving to undergraduate teaching, residents often face a steep learning curve. We aimed to assess residents' perspective of the exper...
| Publicado en: | Baylor University Medical Center Proceedings Vol. 36; no. 4; pp. 496 - 501 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164367045&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164367045 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08998280 1XEP jtl: Baylor University Medical Center Proceedings issn: 08998280 maglogo: N pubinfo: dt: Jul2023 vid: 36 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 164367045 162778052 164367045 164367045 10.1080/08998280.2023.2193499 164367045 ppf: 496 ppct: 5 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Resident-teaching of ethics in undergraduate medical education: a grounded theory analysis. aug: au: Schmidt, Cindy Ashraf, Nauman Stevens, Kristine A. affil: Director of Scholarly Activity and Faculty Development, Kansas City University, Kansas City, Missouri sug: subj: Interns and Residents Psychosocial Factors Student Attitudes Evaluation Student Experiences Evaluation Bioethics Education Students, Undergraduate Education, Medical Education, Baccalaureate Human Grounded Theory Psychiatry Internship and Residency Focus Groups Interviews Altruism Frustration Respect Faculty, Medical Psychosocial Factors Faculty Attitudes Professionalism Qualitative Studies Students, Medical ab: In graduate medical education, teaching is a required subcompetency largely fulfilled via clinical teaching, journal clubs, and grand rounds. Evidence shows that when moving to undergraduate teaching, residents often face a steep learning curve. We aimed to assess residents' perspective of the experience of teaching medical students. Psychiatry residents taught small group sections of bioethics to first- and second-year medical students in December 2018. We conducted two 1-hour focus group interviews with four residents on their perspectives on the teaching experience. Resident-teachers described receiving certain benefits from teaching, such as meeting their altruistic desire to give back to the profession. Nonetheless, some participants felt frustrated by students' varying engagement and respect, while also feeling insecure and intimidated. Resident-teachers experienced some of the medical students as disrespectful and limited in their appreciation for diversity and the profession of medicine and perceived the students' disengagement and lessened professionalism. As residency programs seek to implement initiatives to improve teaching skills of residents, resident experiences should be considered when implementing these initiatives. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|