Purpose: To understand the learning styles and needs of the third year ob-gyn medical student and compare this information to the styles of both faculty and resident teachers, to bring a better awareness to how teachers can improve.
Background: Education of medical students is integral to academic medicine. Although preceptors are regularly evaluated by students, less is known about what the students\' idea of the ideal teacher is. It is unclear if medical students desire similar qualities for teachers, or if the residents and faculty who teach them have differing ideas as to what the qualities of a good teacher should be.
Methods: A clinical teaching perception inventory survey was given to all participants, including students, residents, and faculty. This involved ranking of 28 qualities or descriptors into each participant\'s list of ideal qualities that a teacher should have. There was also a component of self survey, which all resident and faculty teachers participated in.
Results: Students and residents were found to prefer more compassionate (p=0.001 and p=0.016 respectively) and less controlling (p= 0.000 for both) teachers compared to faculty ideals. Students were found to prefer more encouraging (P=0.013), feeling (p=0.024), and less secure (p=0.008) teachers than faculty ideals. Students were also found to prefer more empathetic teachers (p=0.044) than resident ideals. Residents were found to prefer more compassionate (p=0.044) teachers than faculty ideals.
Discussions: Compiled data from surveying medical students showed a desire for more encouraging and less controlling teachers. This was not the case for the qualities that the faculty cohort chose for an ideal teacher. Resident and faculty teachers may consider having more of an awareness of the generational differences of learners. Resident and faculty teachers might improve overall educational efforts with faculty development that works to more closely match their learners\' styles. More research could be done by implementing style changes of teachers in order to better match the learners\' styles and to assess teacher evaluations after these changes.
Topics: CREOG & APGO Annual Meeting, 2022, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, GME, CME, UME,
Emily Abele, MD, UNMC; Karen carlson, MD
