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Clinical teacher effectiveness in medicine.
Annual Conference on Research in Medical Education. Conference on Research in Medical Education
|January 1, 1977
Summary
This study identified key traits of effective and ineffective medical educators. Findings reveal how professional roles and teaching settings influence perceptions of clinical teaching quality.
Area of Science:
- Medical Education Research
- Clinical Pedagogy
- Healthcare Professional Development
Background:
- Understanding the qualities of effective clinical teachers is crucial for medical education.
- Varied perspectives from faculty, residents, and students can offer comprehensive insights.
- Identifying factors influencing teaching evaluations is essential for improving training.
Purpose of the Study:
- To characterize the attributes of the best and worst clinical teachers in medicine.
- To investigate whether professional role, department, or teaching method impacts these perceptions.
Main Methods:
- A random sample of faculty, residents, and medical students at the University of Washington participated.
- Responses describing best and worst clinical teachers were collected.
- Factor analysis was employed to analyze the data.
Main Results:
- Key characteristics differentiating effective and ineffective clinical teachers were identified.
- Analysis examined the influence of professional role (faculty, resident, student).
- The impact of faculty department (surgical, medical, basic science) and teaching method (in-patient, ambulatory, didactic, informal) was assessed.
Conclusions:
- Distinct characteristics define superior and inferior clinical teaching.
- Perceptions of teaching quality are significantly influenced by the evaluator's professional role.
- Teaching environment and departmental context also play a role in shaping these evaluations.