Developing Physical Exam Skills in Residency: Comparing the Perspectives of Residents and Faculty About Values, Barriers, and Teaching Methods

Journal of Medical Education and Curricular Development (11/26/20) Ragsdale, John W.; Habashy, Catherine; Warrier, Sarita

A new online survey sought to address a lack of research on the factors involved in residents' physical examination (PE) skills and distinctions between resident and faculty perspectives. The authors devised an online survey sent to 406 internal medicine residents and 93 faculty at three institutions; it was completed by 283 residents and 61 faculty. Residents rated being too occupied and little feedback as the most significant barriers to learning PE. Meanwhile, faculty named a lack of feedback and a lack of resident accountability the biggest barriers. Both cohorts considered the availability of abnormal findings as the least significant obstacle and agreed that faculty demonstration at the bedside was the most effective method of instruction. "We believe that the most important intervention is faculty development to promote demonstrating PE skills at the bedside and providing feedback to residents about their skills," the researchers concluded.

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