Evaluating the Effectiveness of National Health Service (NHS) Consultants as Educators in Undergraduate Medical Education

Introduction Two models of education are discussed in academic literature: iterative and integrative. Modern education is shifting towards integrated models; however, medical education remains rooted in iterative teaching. Consultant-led teaching is recognised as the primary model of teaching in medical education. This paper assesses whether medical students believe that the consultants teaching them are effective teachers. Methodology United Kingdom based medical students rated consultant-based teaching on a 10-point ordinal scale. Three metrics were assessed, effectiveness in clinical teaching, effectiveness in academic teaching and student satisfaction. These metrics were measured globally as well as per year of study and speciality of consultant. Results 183 participants were recruited. The average score for clinical teaching was 5.51 ± 1.69 and for academic teaching was 4.87 ± 1.91. The average satisfaction score was 5.12 ± 1.89. Consultants were significantly worse at academic teaching than clinical teaching, p = 0.0116. 150/183 (81.9%) stated that junior doctors are more effective teachers than consultants and 40/183 (21.9%) stated that other healthcare professionals were more effective. 133/183 (72.8%) believed consultants should be teaching medical students. Conclusions This is the first protocol looking at how students viewed consultant-based teaching. It is suggestable that effective academic teaching is currently at levels below optimal. Medical students appreciate the value of consultant-based teaching, though note that less senior doctors tend to be better teachers. There is a need to explore this matter further and potentially reconsider the value the field enshrines to the consultant-based teaching model.