Disagreement between students and preceptors regarding the value of teaching behaviors for ambulatory care settings.
BACKGROUND
Medical students and preceptors commonly disagree on methods of clinical instruction in ambulatory care, although the extent of the problem is not documented.


OBJECTIVE
The purpose is to identify disagreement and concordance between students and preceptors for teaching behaviors in ambulatory care.


METHODS
We surveyed students and preceptors at 4 U.S. schools. Respondents rated 58 behaviors on two scales. Disagreement was recognized when the percentage of students and preceptors who recommended a behavior and rated it important differed by over 15% (p < .01).


RESULTS
Disagreement was identified for 8 behaviors (14%). Six were valued less by students, including "watch the student perform critical tasks in history taking and other communication" (59% compared with 82%). Two behaviors were valued more by students, including "delegate responsibility to the student for the wrap up discussion with the patient" (82% compared with 61%).


CONCLUSIONS
Students and preceptors disagree regarding the value of a minority of teaching behaviors. Because some are potentially important, however, early negotiation regarding their use may enhance teaching effectiveness and mutual satisfaction with learning.
Kernan
Walter N
WN
Department of Internal Medicine, Yale University School of Medicine, New Haven, Connecticut 06519, USA. Walter.Kernan@Yale.edu
Hershman
Warren
W
Alper
Eric J
EJ
Lee
Mary Y
MY
Viscoli
Catherine M
CM
Perry
John R
JR
O'Connor
Patrick G
PG
D000328:Adult; D000554:Ambulatory Care Facilities; D003220:Conflict, Psychological; D003625:Data Collection; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D011231:Preceptorship; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods*