CONGRUENCE OF FACULTY AND LEARNER EVALUATIONS OF INTERNAL-MEDICINE ATTENDING TEACHING BEHAVIORS

This study examines congruence of evaluations of clinical teaching beh aviors between 31 internal medicine teachers and their learners. Eight een clinical teaching behaviors were evaluated on a Likert scale by te achers and learners following inpatient attending teaching rounds. Lea rners felt faculty were best at giving information, correcting without belittling, asking questions seeking knowledge, and giving direction. Faculty felt they were best at helping learners with factual knowledg e, giving information, correcting without belittling, and asking quest ions seeking knowledge. Congruent relationships exist with providing l earners opportunities to demonstrate physical exam and history-taking skills at the bedside, stimulating interest, and demonstrating physica l exam/history-taking skills. Faculty development strategies can enhan ce repertoires of teaching microskills and teacher cognition of teachi ng behaviors with the goal of producing more efficient and effective t eaching.