SHM Converge Scientific Abstract ePoster Gallery-The Teaching Relationship Between Sub-Interns and Core Clerkship Medical Students

Pdf Summary

This pilot study examined the teaching relationship between internal medicine sub-interns and core clerkship medical students at Baylor College of Medicine. The authors wanted to know whether both groups view teaching as part of the sub-intern role, how often teaching actually occurs, and what helps or hinders near-peer teaching on the wards.<br /><br />An electronic survey was sent to students rotating at Ben Taub and the MEDVAMC from March to October 2021. Responses were analyzed using descriptive statistics and thematic review of free-text comments. The survey was completed by 48 of 91 sub-interns (53%) and 42 of 130 core clerkship students (32%).<br /><br />Key findings showed that most sub-interns believed teaching was part of their role, and many core students expected and wanted to learn from them. In free responses, 57% of core students described having a sub-intern on their team as positive or helpful. Sub-interns reported teaching mainly through informal methods, especially outside rounds, but also through feedback on presentations, mini-talks, journal clubs, and bedside teaching. Only 2% said they did not teach at all.<br /><br />Motivations for teaching included teaching being expected, personal satisfaction, practicing teaching skills, familiarity with the core student, and interest in teaching. Barriers included lack of time, fatigue, lack of interest, poor team dynamics, limited incentive, and concerns about the sub-intern’s knowledge or teaching comfort.<br /><br />Overall, the study suggests that sub-interns are generally viewed as valuable near-peer teachers, but logistical and interpersonal barriers limit this role. The authors plan to better define expectations and provide clearer teaching guidance in future rotations.

Asset Subtitle

Hannah Smati

Meta Tag

Author List Ali El-Halwagi, Andrew Caruso, Anita Kusnoor, Hannah Smati, Robert L. Buxton, Zaven Sargsyan

Category Research

Concept Sub-intern

Concept Near-Peer Teaching

Concept Core Clerkship Medical Student

Concept Teaching Method

Concept Logistical Barrier

Distinguished Non-Finalist

Presenter Organization Baylor College of Medicine

Presenting Author Hannah Smati

Track Education

Keywords

internal medicine

sub-interns

core clerkship students

near-peer teaching

medical education

teaching relationship

ward teaching

Baylor College of Medicine

pilot study

teaching barriers

Sub-intern

Near-Peer Teaching

Core Clerkship Medical Student

Teaching Method

Logistical Barrier