Research Forum abstract
115: Senior Teaching Resident Impact on Emergency Medicine Medical Student Learning

https://doi.org/10.1016/j.annemergmed.2010.06.158Get rights and content

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Study Objective

In 2009, the Pritzker School of Medicine at the University of Chicago initiated a required four-week emergency medicine clerkship for all fourth year students. The role of the student is to primarily evaluate patients and develop assessment and procedural skills. Medical students work directly with the senior resident and the Teaching Resident (TR). The role of the TR focuses on facilitating teaching in the ED without direct clinical responsibility. The TR is a unique position that has been

Methods

A survey instrument was constructed and distributed to 71 fourth-year medical students that participated in the emergency medicine clerkship from June 2009 to March 2010. Students ranked their perception of learning, ease of procedures and number of procedures with and without the presence of the TR on a Likert scale. Students also evaluated the educational value of the TR as a teaching instrument, specific educational value of the TR to their future specialty and overall educational

Results

67.6% (48/71) of individuals completed the survey. The top four future specialty fields of the medical students completing the survey were: 1) Emergency Medicine (18.2%), 2) Internal Medicine (15.9%), 3) Family Medicine and Pediatrics (11.4% and 11.4%, respectively). A statistically significant difference (p<0.05) favoring the presence of the TR was observed for medical student learning and ease of procedures. The number of procedures performed trended favorably (p=0.218) towards the presence

Conclusion

The TR role provides an important adjunct learning tool for fourth year medical students. Medical student perceptions of student learning and ease of procedures were improved with the presence of the TR. The number of procedures preformed by the medical student trended positively with the presence of the TR. The interaction with the TR as an educational tool and as an overall medical student experience was perceived positively. Further work will be needed to determine how to better meet the

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