Preceptor-student interactions in an ambulatory clerkship: Gender differences in student evaluations of teaching

Leone-Perkins, M Schnuth, R Kantner, T

M. Leone-perkins et al., Preceptor-student interactions in an ambulatory clerkship: Gender differences in student evaluations of teaching, TEACH L MED, 11(3), 1999, pp. 164-167

15

INGLESE

Article

General & Internal Medicine

TEACHING AND LEARNING IN MEDICINE

1040-1334 → ACNP

11

3

1999

164 - 167

ISI

1040-1334(1999)11:3<164:PIIAAC>2.0.ZU;2-X

Background: Attention has been devoted to the role of gender ill student ev aluations of effective teaching behaviors, but little information exists on student-preceptor interactions in the evaluation process. Purpose: A pilot study was implemented to determine if student-preceptor ge nder differences existed in students' evaluations of teaching during an amb ulatory clerkship. Methods: Students completed an 18-item questionnaire that examined multiple aspects of their clinical experiences. Response data were analyzed using a 2 (student gender) x 2 (preceptor gender) analysis of variance. Results: Male preceptors received statistically significant higher mean rat ings than female preceptors from female students for fostering problem solv ing (p <.05), encouraging students' opinions (p <.01), availability (p <.00 1), and sewing as a role model (p <.05). Both female and male students assi gned to male preceptors rated them as more enthusiastic (p <.001) than fema le preceptors. Male preceptors received the highest mean rating from male s tudents for providing feedback (M = 4.53, p <.01). Conclusions: Gender differences existed in students' evaluations of precept ors that may have implications for the evaluation process and clinical expe riences. Additional research is suggested.