View of precepting medical students by emergency medicine residents

Objective: This study evaluates the perceived impact of precepting medical students on residents clinical work.Methods: This is a prospective study of Emergency Medicine (EM) residents in their second and third year of training (PGY2 and PGY3, respectively) over 6 months. While in the ED, students are assigned to residents during shifts. Residents turned in monthly surveys evaluating the impact precepting had on their clinical work. The questions were designed by drawing on previously validated educational surveys given to medical students and residents in inpatient settings. Responses were scored on a 10 cm visual analogue scale (VAS).Results: Initially, PGY2s and PGY3s had similar attitudes and enthusiasm toward precepting. At the end of the study period, survey items showed differences between the 2 classes as PGY2 VAS scores fell and PGY3 VAS scores remained stable or increased. There were differences in PGY3 vs. PGY2 scores on the statement Teaching medical students is an important role of the resident physician (8.01±0.93 vs. 5.24±2.22, p=0.029), If busy, I still find time to teach (6.6±0.81 vs. 4.5±1.77, p=0.023), Students do not interfere with my ability to effectively see patients (5.67±1.55 vs. 2.8±1.63, p=0.015), There is adequate time for teaching during a shift (6.1±1.62 vs. 2.63±1.53, p=0.006), and I feel well qualified to teach (6.87±0.92 vs. 4.44±1.87, p=0.033).Conclusion: In the first 6 months of the PGY2 year, residents find precepting interferes with their ability to perform clinical work. They are less likely than PGY3s to think teaching students is an important role. PGY3s feel better able to precept medical students while working.