Opportunities for the CTEI: disentangling frequency and quality in evaluating teaching behaviours

1.

Establishes a good learning environment (approachable, non-threatening, enthusiastic, etc.)

72.2

23.1

2.8

1.9

–

13.0

72.2

14.8

2.

Stimulates me to learn independently

59.4

33.0

3.8

3.8

–

25.5

59.4

15.1

3.

Allows me autonomy appropriate to my level/experience/competence

60.6

32.7

3.8

2.9

–

14.4

60.6

25.0

4.

Organizes time to allow for both teaching and care giving

59.0

30.5

6.7

3.8

–

23.8

59.0

17.1

5.

Offers feedback (both positive and negative)

60.0

21.8

15.5

2.7

–

29.1

60.0

10.9

6.

Clearly specifies what I am expected to know and do during the training period

59.4

34.0

6.6

–

–

28.3

59.4

12.3

7.

Adjusts teaching to my needs (experience, competence, interest, etc.)

61.0

32.4

5.7

1.0

–

25.7

61.0

13.3

8.

Asks questions that promote learning (clarifications, probes, reflective questions, etc.)

59.8

27.1

10.3

2.8

–

30.8

59.8

9.3

9.

Gives clear explanations/reasons for opinions, advice actions, etc.

59.3

30.6

7.4

2.8

–

25.9

59.3

14.8

10.

Adjusts teaching to diverse settings (bedside, view box, OR, consultation room, etc.)

63.0

29.0

8.0

–

–

29.0

63.0

8.0

11.

Coaches me on my clinical/technical skills (interview, diagnostic, examination, procedural, laboratory, etc.)

51.0

35.3

9.8

3.9

–

41.2

51.0

7.8

12.

Incorporates research data and/or practice guidelines into teaching

61.9

34.3

1.9

1.0

1.0

29.5

61.9

8.6

13.

Teaches diagnostic skills (clinical reasoning, selection/interpretation of tests, etc.)

59.8

28.0

12.1

–

–

30.8

59.8

9.3

14.

Teaches effective patient and/or family communication skills

56.3

30.2

10.4

3.1

–

35.4

56.3

8.3

15.

Teaches me principles of cost-appropriate care (resource utilization, etc.)

65.7

26.3

8.1

–

–

28.3

65.7

6.1

Average

60.6

29.9

7.5

2.0

0.1

27.4

60.6

12.0

1.

Establishes a good learning environment (approachable, non-threatening, enthusiastic, etc.)

4.03

0.90

4.02

0.89

0.134

107

n.s.

–

2.

Stimulates me to learn independently

3.74

1.00

3.84

0.91

−1.182

105

n.s.

–

3.

Allows me autonomy appropriate to my level/experience/competence

4.24

0.73

4.15

0.80

1.026

103

n.s.

–

4.

Organizes time to allow for both teaching and care giving

3.46

0.89

3.53

0.98

−0.815

104

n.s.

–

5.

Offers feedback (both positive and negative)

3.35

0.97

3.65

0.93

−3.145

109

<0.01

0.29

6.

Clearly specifies what I am expected to know and do during the training period

3.20

0.88

3.37

0.88

−2.295

105

<0.05

0.22

7.

Adjusts teaching to my needs (experience, competence, interest, etc.)

3.56

0.87

3.72

0.81

−2.111

104

<0.05

0.20

8.

Asks questions that promote learning (clarifications, probes, reflective questions, etc.)

3.54

1.00

3.82

0.82

−3.120

106

<0.01

0.29

9.

Gives clear explanations/reasons for opinions, advice actions, etc.

3.86

0.81

3.95

0.86

−1.043

107

n.s.

–

10.

Adjusts teaching to diverse settings (bedside, view box, OR, consultation room, etc.)

3.54

0.87

3.77

0.72

−3.066

99

<0.01

0.29

11.

Coaches me on my clinical/technical skills (interview, diagnostic, examination, procedural, laboratory, etc.)

3.41

0.90

3.86

0.82

−4.792

101

<0.001

0.43

12.

Incorporates research data and/or practice guidelines into teaching

3.61

0.83

3.77

0.79

−2.079

104

<0.05

0.20

13.

Teaches diagnostic skills (clinical reasoning, selection/interpretation of tests, etc.)

3.52

0.82

3.80

0.73

−3.481

106

<0.001

0.32

14.

Teaches effective patient and/or family communication skills

3.00

0.93

3.38

0.92

−3.943

95

<0.001

0.38

15.

Teaches me principles of cost-appropriate care (resource utilization, etc.)

3.00

0.86

3.26

0.78

−3.616

98

<0.001

0.34

Mean scores

3.57

0.45

3.79

0.43

−5.167

67

<0.001

0.53