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Do different pairings of teaching styles and learning styles make a difference? Preceptor and resident perceptions
Lisa M Vaughn1, Raymond C Baker
1General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio 45229-3039, USA. lisa.vaughn@cchmc.org
Teaching and Learning in Medicine
|July 11, 2008
Summary
Matching teaching styles with learning styles can improve the preceptor-resident relationship. Certain combinations foster a healthier learning environment, impacting overall satisfaction.
Area of Science:
- Medical Education
- Pediatric Residency Training
Background:
- Teaching style (TS) and learning style (LS) compatibility can optimize learning outcomes.
- Understanding these interactions is crucial in clinical education settings.
Purpose of the Study:
- To investigate the impact of TS-LS combinations on preceptor-resident (PR-RE) dyads.
- To evaluate the long-term teaching-learning dynamics within these pairs.
Main Methods:
- 44 pediatric PR-RE pairs completed Grasha's TS and LS inventories.
- The Clinical Teacher Characteristics Instrument (CTCI) and Preceptor-Resident Relationship Inventory (PRPRI) were administered.
- Paired t-tests were used to compare combined CTCI and PRRI means.
Main Results:
- Facilitator/personal model TS with collaborative LS correlated with a positive teaching-learning environment.
- Independent learners reported favorable perceptions of preceptor teaching.
- Competitive learners reported less favorable relationships and teaching effectiveness.
Conclusions:
- Specific TS-LS pairings are perceived more positively by both preceptors and residents.
- Consideration of TS and LS compatibility is recommended when forming PR-RE dyads.
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