TY - JOUR
T1 - Characteristics of Good Clinical Educators from Medical Students' Perspectives
T2 - A Qualitative Inquiry using a Web-Based Survey System
AU - Sutkin, Gary
AU - Burley, Hansel
AU - Zhang, ke
AU - Arora, Neetu
PY - 2008/4
Y1 - 2008/4
N2 - 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.
AB - 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.
KW - Web-based questionnaire
KW - clinical teaching
KW - medical education
KW - qualitative research
UR - http://www.scopus.com/inward/record.url?scp=85001843487&partnerID=8YFLogxK
U2 - 10.4018/jhisi.2008040106
DO - 10.4018/jhisi.2008040106
M3 - Article
AN - SCOPUS:85001843487
SN - 1555-3396
VL - 3
SP - 69
EP - 86
JO - International Journal of Healthcare Information Systems and Informatics (IJHISI)
JF - International Journal of Healthcare Information Systems and Informatics (IJHISI)
IS - 2
ER -