Characteristics of Good Clinical Educators from Medical Students' Perspectives: A Qualitative Inquiry using a Web-Based Survey System

Characteristics of Good Clinical Educators from Medical Students' Perspectives: A Qualitative Inquiry using a Web-Based Survey System

Gary Sutkin (University of Pittsburgh School of Medicine, USA), Hansel Burley (Texas Tech University, USA), Ke Zhang (Wayne State University, USA) and Neetu Arora (Texas Tech University, USA)
DOI: 10.4018/jhisi.2008040106
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Abstract

Medical educators have a unique role in teaching students how to save lives and give comfort during illness. This article reports a qualitative inquiry into medical students’ perspectives on the key qualities which differentiate excellent and poor clinical teachers, using a Web-based questionnaire with a purposeful sample of third- and fourth-year medical students. Thirty-seven medical students responded with 465 characteristics and supportive anecdotes. All participants’ responses were analyzed through reviewing, coding, member checking, recoding and content analysis, which yielded 12 codes. Responses from 5 randomly chosen participants were recoded by two authors with an inter-rater reliability coefficient of 0.72, implying agreement. Finally, 3 larger categories emerged from the data: Content Competence, Teaching Mechanics, and Teaching Dynamics. We incorporate these codes into a diagrammatic model of a good clinical teacher, discuss the relationships and interactions between the codes and categories, and suggest further areas of research.

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