Medical student attitudes and actions that encourage teaching on surgery clerkships

Abstract

IntroductionSurgical faculty and residents are responsible for the clinical education of medical students during their core surgical clerkship, sub-internships, and clinical electives. Much attention has been paid to faculty development in teaching, as well as residents-as-teachers programs, to enhance student learning in the surgical environment. This focus to “train the trainers” has not addressed what medical students can do to take ownership of and improve their own learning, as partners in educational interactions. The purpose of this exploratory study was to investigate how medical students’ attitudes and actions can enhance clinical teaching interactions during surgical rotations. MethodsPreviously collected data from a multiple case study that explored the learning environment at a single academic medical center was analyzed to understand the roles that students play in their learning. The data includes transcriptions from semi-structured interviews with four 4th year mediacl students, three general surgery residents, and four surgery attendings, and focus groups with two sets of 3rd year medical students. Two authors employed thematic analysis to code the data. ResultsFindings were organized into five themes: eagerness, humility, confidence, team player, and adaptability. Each attitudinal theme was associated with specific actions that students adopted to encourage teaching behaviors from resident and faculty surgeons during their surgery rotations. Participants discussed the importance of students “seek[ing] out opportunities” for learning (eagerness) and being “willing to be wrong” (humility). Student expressions of confidence in their knowledge and skills were marked by following “steps that I know,” which signaled to teachers that they could be entrusted to participate in patient care. Students categorized as team players “follow[ed] up on information without specifically being told.” Finally, students categorized as adaptable responded to “immediate feedback” by making “adjustments.” ConclusionsMedical students are important stakeholders and contributors to teaching interactions and are likely to impact their own learning experience through the adoption of key attitudes and associated actions.