Impact of clinical clerkship integrated with clinical ladder on attending physicians' teaching self-efficacy

• Published in: BMC medical education Vol. 24; no. 1; p. 400
• Main Authors: Arai, Yuto, Yoshino, Go, Ohta, Kento, Okanishi, Tohru, Kakee, Sosuke, Mino, Yoichi, Komatsu, Hiroaki, Yamada, Nanako, Ueki, Masaru, Maegaki, Yoshihiro
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 10.04.2024; BioMed Central; BMC
• Subjects: Achievement Need; Certification; Check Lists; Clinical ladder program; Clinical teaching; Collaboration; College Faculty; Data Analysis; Educational aspects; Educational Quality; Experiential learning; Feedback; Feedback (Response); Hospitals; Interpersonal Competence; Job Satisfaction; Knowledge; Knowledge Level; Licensing Examinations (Professions); Likert Scales; Medical education; Medical students; Methods; Nursing; Nursing education; Nursing skills; Outcome Measures; Pediatric neurology; Pediatrics; Physicians; Professional development; Program Development; Questionnaires; Self Efficacy; Self-efficacy (Psychology); Statistical Analysis; Student Motivation; Teacher Effectiveness; Teachers; Teaching; Teaching involvement; Teaching Methods; Teaching quality; Training; Undergraduate medial education; Japan; Undergraduate medial education; Clinical teaching; Teaching involvement; Teaching quality; Clinical ladder program; Self-efficacy
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05396-0

Self-efficacy plays an important role in enhancing the teaching capabilities of attending physicians (APs). The clinical ladder (CL) is an educational approach developed in the field of nursing education that increases difficulty in an incremental manner. However, no previous study has confirmed the effectiveness of CL in medical education. Therefore, this study aimed to examine the effect of clinical clerkship integrated with clinical ladder (CC-CL) on the self-efficacy of APs. Sixth-year medical students participated in CC-CL for 6 months starting from April 2023, and the changes in the self-efficacy of APs were retrospectively evaluated. The students were trained by the APs concurrently, and the achievement levels of each student were shared. The primary outcome measure was the physician teaching self-efficacy questionnaire (PTSQ) score. The PTSQ scores before and after CC-CL were analyzed using the Wilcoxon matched-pair signed-rank test. Fifteen APs from the Department of Pediatric and Child Neurology were included in this study. No significant difference was observed in the total PTSQ scores of the APs before and after CC-CL. However, a significant increase was observed in the PTSQ score of APs who participated for at least 2 h per week over a period of more than 3 months (n = 8) after CC-CL (p = 0.022). Furthermore, APs who had received their pediatrician certification < 10 years ago (n = 8) showed a significant increase in the total PTSQ score after CC-CL (p = 0.022). CC-CL may play an important role in cultivating the self-efficacy of less experienced APs. Further comparative studies must be conducted in the future to validate the findings of this study.