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Clinician-teachers' self-assessments versus learners' perceptions
Donna M Windish1, Amy M Knight, Scott M Wright
1Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD 21287, USA. dwindish@jhmi.edu
Journal of General Internal Medicine
|April 28, 2004
Summary
Physician-teachers rated their own teaching skills lower than their learners did. Positive learner feedback may boost clinician-educator confidence in teaching effectiveness.
Area of Science:
- Medical Education
- Physician Training
- Faculty Development
Background:
- Clinician-teacher self-assessment is crucial for professional development.
- Understanding discrepancies between self and learner evaluations is important for accurate feedback.
- Previous research has not fully explored learner perspectives on physician-teacher performance.
Purpose of the Study:
- To compare clinician-teachers' self-assessments with their learners' perceptions of teaching proficiency.
- To evaluate differences in ratings of teaching behaviors, enjoyment, and career satisfaction.
- To inform faculty development programs by providing insights into learner feedback.
Main Methods:
- Survey administered to physician-teachers and their learners in 2002.
- Data collected on teaching skills, behaviors, enjoyment, and career satisfaction.
- Statistical analysis to compare self-ratings versus learner ratings.
Main Results:
- Learners consistently provided higher ratings than teachers in all assessed areas.
- Learner assessments of teaching proficiency, behaviors, enjoyment, and career satisfaction were statistically significantly higher.
- A notable difference exists between self-perceived and learner-perceived teaching effectiveness.
Conclusions:
- Learner feedback is generally more favorable than clinician-teacher self-assessment.
- Positive learner perceptions may enhance clinician-educator self-confidence.
- Further research is needed to determine the accuracy of each assessment type.