Teaching and learning in medicine
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Physicians are required to provide safe, effective, and high-quality care that is patient-centered. Continuing to meet the educational needs of residents and medical students in the setting of patient-centered care will require developing new models for hospital "work rounds." Family-centered rounds is a model of communicating and learning between the patient, family, medical professionals, and students on an academic, inpatient ward setting. Unfortunately, in the medical literature, there is no consensus on the definition of family-centered rounds. ⋯ Family-centered rounds hold potential to create a patient-centered environment, enhance medical education, and improve patient outcomes. The model is a planned, purposeful interaction that requires the permission of patients and families as well as the cooperation of physicians, nurses, and ancillary staff.
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Assessment of faculty teaching and clinical skills is often based on learners' ratings. It is not clear that differences between the constructs are detectable in the results. ⋯ The moderate correlations between teaching and clinical domain scores suggests more thought be given about how to use both types of data for identifying the lowest and highest performing faculty.
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It is not known how well dean's letter rankings predict later performance in residency. ⋯ Dean's letter rankings are a significant predictor of later performance in internship among graduates of our medical school. Students in the bottom half of the class are most likely either to underperform or overperform in internship.