Use of Ecological Momentary Assessment to Determine Which Structural Factors Impact Perceived Teaching Quality of Attending Rounds

摘要

IntroductionProviding high-quality teaching to residents during attending rounds is challenging. Reasons include structural factors that affect rounds, which are beyond the attending's teaching style and control.ObjectiveTo develop a new evaluation tool to identify the structural components of ward rounds that most affect teaching quality in an internal medicine (IM) residency program.MethodsThe authors developed a 10-item Ecological Momentary Assessment (EMA) tool and collected daily evaluations for 18?months from IM residents rotating on inpatient services. Residents ranked the quality of teaching on rounds that day, and questions related to their service (general medicine, medical intensive care unit, and subspecialty services), patient census, absenteeism of team members, call status, and number of teaching methods used by the attending.ResultsResidents completed 488 evaluation cards over 18?months. This found no association between perceived teaching quality and training level, team absenteeism, and call status. We observed differences by service ( P ?