Qualities Medical Students Value in Resident Educators: A Mixed-Methods Analysis of Medical Student Nominations for Teaching Awards.

PURPOSE: Resident physicians play a pivotal role in undergraduate medical education, serving as stewards of the academic and clinical learning environment. However, limited data exist on qualities valued by medical students in resident educators. This study explores the qualities medical students perceive as most valuable in resident educators and whether these qualities differ by resident gender or specialty. METHOD: A mixed-methods analysis of medical student nominations for resident teaching awards at a single U.S. academic institution (January 2014 to May 2022) was conducted. A thematic codebook was developed through iterative review to identify relevant themes, with coding discrepancies resolved through discussion. The research team decided a priori to analyze whether differences in thematic frequency existed based on resident gender and resident specialty. RESULTS: Analysis of 747 nominations across 8 specialties revealed 4 thematic categories emphasized by student nominators: teaching qualities, admirable skills, personality, and general praise. Prioritizing teaching (375 [50.2%]) and creating a safe learning environment (269 [36.0%]) were the most frequently cited qualities. Being supportive (165 [22.1%]) and welcoming (136 [18.2%]) were recurring personality traits. Themes were largely consistent across genders. Clinical and leadership skills were mentioned more frequently in nonsurgical resident nominations (150 [30.8%] vs 50 [19.2%], P < .001, and 47 [9.7%] vs 14 [5.4%], P = .04, respectively), whereas patience was mentioned more frequently in surgical resident nominations (25 [9.6%] vs 24 [4.9%], P = .01). CONCLUSIONS: This study highlights 3 key qualities that medical students consistently lauded in resident educators: fostering a safe learning environment, prioritizing teaching, and demonstrating effective teaching skills. These qualities were universally emphasized across genders and specialties, underscoring their fundamental role in medical education.

Duke Scholars

Author Susanna S Hill Surgical Oncology