Is there a relationship between attending physicians' and residents' teaching skills and students' examination scores?

Purpose. Faculty development programs and faculty incentive systems have he ightened the need to validate a connection between the quality of teaching and students' learning. This study was designed to determine the associatio n between attending physicians' and residents' teacher ratings and their st udents' examination scores. Method. From a database of 362 students, 138 faculty, and 107 residents in internal medicine, student-faculty (n = 476) and student-resident (n = 474) pairs were identified. All students were in their third year, rotating on inpatient general medicine and cardiology services, July 1994 through June 1996, at a single institution. The outcome measure for students' knowledge was the NBME Subject Examination in internal medicine. To control for stude nts' baseline knowledge, the predictors were scores on the USMLE Step 1 and a sequential examination (a clinically-based pre- and post-clerkship exami nation). Teaching abilities of faculty and residents were rated by a global item on the post-clerkship evaluation. Faculty's ratings used only scores from prior to the study period; residents' ratings included those scores st udents gave during the study period. Results. Multivariate analyses showed faculty's teaching ratings were a sma ll but significant predictor of the increase in students' knowledge. Reside nts' teaching ratings did not predict an increase in students' knowledge. Conclusion. Attending faculty's clinical teaching ability has a positive an d significant effect on medical students' learning.