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When the evaluated becomes evaluator: what can we learn from students' experiences during clerkships?
Acad Med. 2009 Jul; 84(7):877-85.AM

Abstract

PURPOSE

To identify aspects that influence students' evaluation of the overall quality of clerkships and learning in clinical settings.

METHOD

The authors analyzed 2,450 questionnaires dated 1997 through 2005 that evaluated clerkships of seven medical specialties (internal medicine, surgery, pediatrics, psychiatry, community medicine, emergency medicine, and obstetrics-gynecology). Students rated 22 questionnaire items addressing clerkships' global evaluation and domains related to structure, supervision, and clinical and problem-solving learning (PSL) activities using a five-point Likert scale. The authors performed statistical analysis using principal component analysis and regression analysis of items associated with students' global evaluation of clerkships.

RESULTS

Correlation between clerkships' global ratings and ratings derived from the evaluation questionnaire was 0.871 (P < .0001). Clerkships' quality was mainly related to their organization, students' integration into clerkship, improvement of clinical skills, supervision, and residents' availability (r = 0.405; P < .0001). Among learning activities, opportunities for clinical practice predominated as the contributing factor to the overall perceived quality of most clerkships, but less than PSL activities in psychiatry (r = 0.070 versus 0.261, respectively; P < .001) and community medicine (r = 0.126 versus 0.298, respectively; P < .001); in surgery, both clinical practice and PSL activities contributed minimally to the clerkships' perceived quality (r = 0.150 and 0.148, respectively; P > .05).

CONCLUSIONS

Factors influencing students' evaluation of a clerkship vary among medical specialties and depend not only on the teaching and teacher but also on the clerkship's organization, supervision, and learning activities. For clerkships where direct and multiple access to patients is more difficult, written case-based PSL activities proved complementary to direct patient encounter activities.

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Authors+Show Affiliations

Gerbase MW
Unit of Development and Research in Medical Education, Department of Internal Medicine, Faculty of Medicine, University of Geneva, Geneva, Switzerland. margaret.gerbase@hcuge.ch
Germond M
No affiliation info available
Nendaz MR
No affiliation info available
Vu NV
No affiliation info available

MeSH

Attitude of Health PersonnelClinical ClerkshipClinical CompetenceCurriculumEducation, MedicalFaculty, MedicalHumansInternal MedicineInternship and ResidencyMentorsPhysician-Patient RelationsPrincipal Component AnalysisProblem-Based LearningProgram EvaluationRegression AnalysisSpecializationStudents, MedicalSurveys and QuestionnairesSwitzerland

Pub Type(s)

Evaluation Study
Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

19550181

Citation

Gerbase, Margaret W., et al. "When the Evaluated Becomes Evaluator: what Can We Learn From Students' Experiences During Clerkships?" Academic Medicine : Journal of the Association of American Medical Colleges, vol. 84, no. 7, 2009, pp. 877-85.
Gerbase MW, Germond M, Nendaz MR, et al. When the evaluated becomes evaluator: what can we learn from students' experiences during clerkships? Acad Med. 2009;84(7):877-85.
Gerbase, M. W., Germond, M., Nendaz, M. R., & Vu, N. V. (2009). When the evaluated becomes evaluator: what can we learn from students' experiences during clerkships? Academic Medicine : Journal of the Association of American Medical Colleges, 84(7), 877-85. https://doi.org/10.1097/ACM.0b013e3181a8171e
Gerbase MW, et al. When the Evaluated Becomes Evaluator: what Can We Learn From Students' Experiences During Clerkships. Acad Med. 2009;84(7):877-85. PubMed PMID: 19550181.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - When the evaluated becomes evaluator: what can we learn from students' experiences during clerkships? AU - Gerbase,Margaret W, AU - Germond,Michèle, AU - Nendaz,Mathieu R, AU - Vu,Nu V, PY - 2009/6/25/entrez PY - 2009/6/25/pubmed PY - 2009/7/8/medline SP - 877 EP - 85 JF - Academic medicine : journal of the Association of American Medical Colleges JO - Acad Med VL - 84 IS - 7 N2 - PURPOSE: To identify aspects that influence students' evaluation of the overall quality of clerkships and learning in clinical settings. METHOD: The authors analyzed 2,450 questionnaires dated 1997 through 2005 that evaluated clerkships of seven medical specialties (internal medicine, surgery, pediatrics, psychiatry, community medicine, emergency medicine, and obstetrics-gynecology). Students rated 22 questionnaire items addressing clerkships' global evaluation and domains related to structure, supervision, and clinical and problem-solving learning (PSL) activities using a five-point Likert scale. The authors performed statistical analysis using principal component analysis and regression analysis of items associated with students' global evaluation of clerkships. RESULTS: Correlation between clerkships' global ratings and ratings derived from the evaluation questionnaire was 0.871 (P < .0001). Clerkships' quality was mainly related to their organization, students' integration into clerkship, improvement of clinical skills, supervision, and residents' availability (r = 0.405; P < .0001). Among learning activities, opportunities for clinical practice predominated as the contributing factor to the overall perceived quality of most clerkships, but less than PSL activities in psychiatry (r = 0.070 versus 0.261, respectively; P < .001) and community medicine (r = 0.126 versus 0.298, respectively; P < .001); in surgery, both clinical practice and PSL activities contributed minimally to the clerkships' perceived quality (r = 0.150 and 0.148, respectively; P > .05). CONCLUSIONS: Factors influencing students' evaluation of a clerkship vary among medical specialties and depend not only on the teaching and teacher but also on the clerkship's organization, supervision, and learning activities. For clerkships where direct and multiple access to patients is more difficult, written case-based PSL activities proved complementary to direct patient encounter activities. SN - 1938-808X UR - https://www.unboundmedicine.com/medline/citation/19550181/When_the_evaluated_becomes_evaluator:_what_can_we_learn_from_students'_experiences_during_clerkships L2 - https://doi.org/10.1097/ACM.0b013e3181a8171e DB - PRIME DP - Unbound Medicine ER -