Comparing fourth-year medical students with faculty in the teaching of physical examination skills to first-year students.

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S A Haist, J F Wilson, N L Brigham, S E Fosson, A V Blue

Author Information

S A Haist: Department of Internal Medicine, K509 Kentucky Clinic, University of Kentucky, Lexington 40536-0284, USA. sahais0@pop.uky.edu

PMID: 9484194 DOI: 10.1097/00001888-199802000-00020

PURPOSE: To see whether fourth-year medical students can teach the physical examination to first-year students as effectively as can faculty preceptors.
METHOD: Ninety-three first-year students studying the physical examination were randomly assigned to one of ten fourth-year student preceptors or one of 15 faculty preceptors. Test results and course evaluations were compared by type of preceptor. Fourth-year student preceptors were surveyed regarding their experience.
RESULTS: The mean test scores did not differ between the first-year students with fourth-year student preceptors and those with faculty preceptors. The first-year students rated the fourth-year student preceptors higher than they did the faculty preceptors. The fourth-year students rated their experience favorably.
CONCLUSION: A select group of fourth-year medical students provides a successful alternative to faculty in the teaching of the physical examination to first-year students.

Attitude

Clinical Competence

Education, Medical

Educational Measurement

Faculty, Medical

Female

Humans

Male

Physical Examination

Program Evaluation

Students, Medical

Teaching

Clinical Trial Comparative Study Journal Article Randomized Controlled Trial Research Support, Non-U.S. Gov't

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