Comparing fourth-year medical students with faculty in the teaching of physical examination skills to first-year students.
OBJECTIVE
To see whether fourth-year medical students can teach the physical examination to first-year students as effectively as can faculty preceptors.


METHODS
Ninety-three first-year students studying the physical examination were randomly assigned to one of ten fourth-year student preceptors or one of 15 faculty preceptors. Test results and course evaluations were compared by type of preceptor. Fourth-year student preceptors were surveyed regarding their experience.


RESULTS
The mean test scores did not differ between the first-year students with fourth-year student preceptors and those with faculty preceptors. The first-year students rated the fourth-year student preceptors higher than they did the faculty preceptors. The fourth-year students rated their experience favorably.


CONCLUSIONS
A select group of fourth-year medical students provides a successful alternative to faculty in the teaching of the physical examination to first-year students.
Haist
S A
SA
Department of Internal Medicine, K509 Kentucky Clinic, University of Kentucky, Lexington 40536-0284, USA. sahais0@pop.uky.edu
Wilson
J F
JF
Brigham
N L
NL
Fosson
S E
SE
Blue
A V
AV
D001290:Attitude; D002983:Clinical Competence; D004501:Education, Medical; D004521:Educational Measurement; D005180:Faculty, Medical; D005260:Female; D006801:Humans; D008297:Male; D010808:Physical Examination; D015397:Program Evaluation; D013337:Students, Medical; D013663:Teaching