The quantitative and qualitative analysis of the teaching role of the registrar

Abstract

A project to improve the effectiveness of the training of doctors in hospital in the Anglia Region was started in 1995. In one hospital, work focused on registrars in four departments and the teaching they undertook on ward rounds. A content analysis system was used to quantify the verbal interactions between registrars and their trainees. The quantification highlighted particular teaching emphases or omissions during the ward round; the brief qualitative comment which was also given to the participants raised issues which registrar and trainees could focus on in future ward rounds. Given the significance of the transition to the Specialist Registrar Grade and the swifter progress to consultant grade, the work points to ways in which such a quantitative and qualitative analysis of teaching and learning during on-the-job situations can be enhanced and made more intentional. It could be undertaken on a regular though occasional basis without adding significantly to the time involved.