Abstract
ContextMedical educational reform includes enhancing role modelling of clinical teachers. This requires faculty being aware of their role model status and performance. We developed the System for Evaluation of Teaching Qualities (SETQ) to generate individualized feedback on previously defined teaching qualities and role model status for faculty in (non) academic hospitals.Objectives(i) To examine whether teaching qualities of faculty were associated with their being seen as a specialist role model by residents, and (ii) to investigate whether those associations differed across residency years and specialties.Methods & MaterialsCross-sectional questionnaire survey amongst 549 Residents of 36 teaching programs in 15 hospitals in the Netherlands. The main outcome measure was faculty being seen as specialist role models by residents. Statistical analyses included (i) Pearson's correlation coefficients and (ii) multivariable logistic generalized estimating equations to assess the (adjusted) associations between each of five teaching qualities and ‘being seen as a role model’.Results407 residents completed a total of 4123 evaluations of 662 faculty. All teaching qualities were positively correlated with ‘being seen as a role model’ with correlation coefficients ranging from 0.49 for ‘evaluation of residents’ to 0.64 for ‘learning climate’ (P<0.001). Faculty most likely to be seen as good role models were those rated highly on ‘feedback’ (odds ratio 2.91, 95% CI: 2.41–3.51), ‘a professional attitude towards residents’ (OR 2.70, 95% CI: 2.34–3.10) and ‘creating a positive learning climate’ (OR 2.45, 95% CI: 1.97–3.04). Results did not seem to vary much across residency years. The relative strength of associations between teaching qualities and being seen as a role model were more distinct when comparing specialties.ConclusionsGood clinical educators are more likely to be seen as specialist role models for most residents.
Highlights
Medical education, and in particular, graduate medical education continues to face many challenges
Good clinical educators are more likely to be seen as specialist role models for most residents
Summary of Main Findings This study provides strong empirical evidence of good clinical teachers being perceived as specialist role models by residents
Summary
In particular, graduate medical education continues to face many challenges. Improving role modelling requires - at an individual level - that faculty are aware of their role model status and performance, reflect upon their experiences and participate in staff development when deemed necessary [1,2] To support this process we developed a system (named System for Evaluation of Teaching Qualities or SETQ) for generating individualized feedback for faculty in academic and other teaching medical institutions [12,13,14]. From the literature and our own conversations with residents we know they do recognize the multiple roles that faculty embody and display – often simultaneously - in performing their daily activities: as teachers and as care givers [15,16,17,18,19]. The second objective was to investigate if and how any relations between teaching qualities and being seen as role models differed across specialties and residency years
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