TY - JOUR
T1 - Incorporating students into clinic may be associated with both improved clinical productivity and educational value
AU - Tanner, Jeremy A.
AU - Rao, Karthik T.
AU - Salas, Rachel E.
AU - Strowd, Roy E.
AU - Nguyen, Angeline M.
AU - Kornbluh, Alexandra
AU - Mead-Brewer, Evan
AU - Gamaldo, Charlene E.
N1 - Funding Information:
J. Tanner and K. Rao report no disclosures. R. Salas has received funding for travel from Merck; receives publishing royalties from UpToDate, Inc.; and receives research support from NIH, Johns Hopkins University, American Sleep Medicine Foundation, and Michael J. Fox Foundation. R. Strowd serves as Deputy Section Editor of the Resident & Fellow Section of Neurology® and has received research support from the American Academy of Neurology and Wake Forest School of Medicine Center for Translational Sciences. A. Nguyen and A. Kornbluh report no disclosures. E. Mead-Brewer serves as a financial analyst for Johns Hopkins University. C. Gamaldo receives publishing royalties from UpToDate, Inc. Full disclosure form information provided by the authors is available with the full text of this article at Neurology.org/cp.
Publisher Copyright:
© 2017 American Academy of Neurology.
PY - 2017
Y1 - 2017
N2 - Background: In this study, we aimed to evaluate ambulatory clinic responsibilities that neurology clerkship students perceive as having the highest educational value and to evaluate the association between a student's presence and level of responsibility and a preceptor's clinical and financial productivity during a clinic session. Methods: Physician preceptors (n 5 43) and medical students (n 5 67) in the Johns Hopkins Neurology clerkship from 2014 to 2015 were included. Students rated their experience and responsibilities in 291 neurology clinic sessions. Productivity metrics (e.g., relative value units [RVU]/clinic) were collected for each preceptor in the presence and absence of students. Results: A student's rating of a clinic as an effective learning experience increased with each additional patient the student interviewed (odds ratio [OR] 1.89, p < 0.001), presented (OR 1.86, p < 0.001), or documented (OR 2.00, p < 0.001). The mean RVU/session for preceptors also increased based on the number of patients interviewed (β = 2.64, p < 0.026), presented (β = 2.42, p < 0.047), and documented (β = 2.70, p < 0.036) by students. On average, preceptor RVU/session increased by 42% (mean 5.6 ± 1.2, p < 0.0001) when a student was present in clinic compared to sessions without students. In addition, preceptor invoices increased by 35% (mean 2.7 plusmn; 0.6, p < 0.0001) and charges by 39% (mean $929 plusmn; $210, p < 0.0001) when a student was present in clinic. Conclusions: This observational study suggests a mutual benefit to preceptor clinical productivity and student-perceived educational value when students have active responsibilities in neurology clinics. Despite concerns that students slow down preceptors in clinic, these results suggest that preceptors may have an overall boost in productivity, potentially by performing billable work while students independently see patients.
AB - Background: In this study, we aimed to evaluate ambulatory clinic responsibilities that neurology clerkship students perceive as having the highest educational value and to evaluate the association between a student's presence and level of responsibility and a preceptor's clinical and financial productivity during a clinic session. Methods: Physician preceptors (n 5 43) and medical students (n 5 67) in the Johns Hopkins Neurology clerkship from 2014 to 2015 were included. Students rated their experience and responsibilities in 291 neurology clinic sessions. Productivity metrics (e.g., relative value units [RVU]/clinic) were collected for each preceptor in the presence and absence of students. Results: A student's rating of a clinic as an effective learning experience increased with each additional patient the student interviewed (odds ratio [OR] 1.89, p < 0.001), presented (OR 1.86, p < 0.001), or documented (OR 2.00, p < 0.001). The mean RVU/session for preceptors also increased based on the number of patients interviewed (β = 2.64, p < 0.026), presented (β = 2.42, p < 0.047), and documented (β = 2.70, p < 0.036) by students. On average, preceptor RVU/session increased by 42% (mean 5.6 ± 1.2, p < 0.0001) when a student was present in clinic compared to sessions without students. In addition, preceptor invoices increased by 35% (mean 2.7 plusmn; 0.6, p < 0.0001) and charges by 39% (mean $929 plusmn; $210, p < 0.0001) when a student was present in clinic. Conclusions: This observational study suggests a mutual benefit to preceptor clinical productivity and student-perceived educational value when students have active responsibilities in neurology clinics. Despite concerns that students slow down preceptors in clinic, these results suggest that preceptors may have an overall boost in productivity, potentially by performing billable work while students independently see patients.
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U2 - 10.1212/CPJ.0000000000000394
DO - 10.1212/CPJ.0000000000000394
M3 - Article
C2 - 29431166
AN - SCOPUS:85044307589
SN - 2163-0402
VL - 7
SP - 474
EP - 482
JO - Neurology: Clinical Practice
JF - Neurology: Clinical Practice
IS - 6
ER -