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Table 5 Med student evaluation of teaching attending

From: Improving teaching on an inpatient pediatrics service: a retrospective analysis of a program change

Superior (score of 5) vs. other
N 2005-2006 2006-2007 Odds Ratio 05–06 vs 06-07 2007-2008 Odds Ratio 05–06 vs 07-08
80 78 75
# % # % # %
Medical Knowledge 68 85 66 85 1.0 (0.4-2.6) 67 89 1.5 (0.5-4.4)
Stimulates Critical Thinking 58 73 66 85 2.1 (0.9-5.0) 66 88 2.8 (1.1-7.4)
Quality of Didactic sessions 49 61 67 86 3.9 (1.7-9.3) 60 80 2.5 (1.2-5.6)
Clarity of Expectations 51 64 62 79 2.2 (1.0-4.8) 55 73 1.6 (0.7-3.3)
Availability 50 63 62 79 2.3 (1.1-5.1) 62 83 2.9 (1.3-6.6)
Approachability 62 78 73 94 4.2(1.4-15.3) 66 88 2.1 (0.8-5.8)
Teaching Commitment 66 83 74 95 3.9 (1.1-17.0) 71 95 3.8 (1.1-16.4)
Feedback/Evaluation (Written/Verbal Skills) 36 45 62 79 4.7 (2.2-10.3) 64 85 7.1 (3.1-17.0)
Feedback/Evaluation (Data Gathering/Physical Exam) 23 29 49 63 4.2 (2.0-8.6) 54 72 6.4 (3.0-13.6)
Communication with the team 48 60 68 87 4.5 (1.9-11.2) 61 81 2.9 (1.3-6.5)
Timeliness 55 69 64 82 2.1 (0.9-4.7) 54 72 1.2 (0.6-2.5)
Appeal as a Role Model 61 76 68 87 2.1 (0.9-5.5) 66 88 2.3 (0.9-6.2)
Quality of Bedside teaching 33 41 57 73 3.9 (1.9-8.0) 52 69 3.2 (1.6-6.6)