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
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.