The Hospitalist Huddle: a 1-year experience of teaching Hospital Medicine utilizing the concept of peer teaching in medical education

Figures & data

Figure 1 The number of residents who responded to the question: “Overall, how would you rate your educational experience in the Huddle?”

Table 1 The number of residents who ranked each field that represents a Huddle structure

		Rank 1, n (%)	Rank 2, n (%)	Rank 3, n (%)	Rank 4, n (%)	Rank 5, n (%)
1.	Case presentation by the resident with questions from history to diagnosis (similar to the classic morning report)	7 (35)	5 (25)	2 (10)	4 (20)	2 (10)
2.	The resident presents a brief case and then talks about the topic related to the case	4 (20)	10 (50)	2 (10)	4 (20)	0
3.	The resident directly presents a topic and talks about it	4 (20)	3 (15)	9	4 (20)	0
4.	Questions and answers only: the resident discusses MKSAP or similar fashioned questions related to the topic throughout the session	4 (20)	2 (10)	7 (35)	7 (35)	0
5.	Other; please specify	1 (5)	0	0	1 (5)	18 (90)

Note: Residents ranked each field from 1 to 5 in response to the question: “Please rank the following Huddle structures that you would like to see more during the Huddle, with 1 being the one you like the most and 5 the least”.

Abbreviation: MKSAP, Medical Knowledge Self Assessment Program.

Figure 2 The number of residents who answered the question: “What’s your degree of agreement: The Huddle creates a better environment for medical education and learning during general medical wards rotation?”