Determinants of Student Preferences for Teaching Behaviors in the Ambulatory Setting
The aggregate US response rate to the survey was 82%, while the British response rate was 46%. Among four US schools, response rates varied from 64% to 98%. Significant differences were seen among groups of medical students in their values of ambulatory teaching behaviors, and distinct patterns emerged for gender, race, age, school, and country. Female students valued patient communication behaviors more than male students. Under-represented minority students valued orientation to the practice, patient care responsibility, and comfortable learning environment more than did white and Asian students. Older students valued give-and-take discussion with preceptors more than did younger students. Among the 4 medical schools, Yale students most valued a preceptor who delegated responsibility for patient care and responded to student needs, and least valued a preceptor who asked the student¡¯s probing questions. UMass students most valued patient autonomy. British medical students were less interested in functioning independently and more interested in being observed than the American students, and also placed less value on patient privacy.
Differences among student groups raise important questions about causes and consequences of these discordant values in the ambulatory setting. The variability among medical schools and between countries provides novel evidence for limits in the applicability of single-institution studies, thus suggesting a new methodological standard for the community of medical education researchers.
Advisor:Walter Kernan, M.D.
School Location:USA - Connecticut
Source Type:Master's Thesis
Keywords:massachusetts clinical clerkship teaching methods students medical england education connecticut
Date of Publication:09/08/2008