Predictors of psychosocial teaching styles in a family practice residency program

Background and Objectives: Although physician clinical precepting has been extensively studied, little information exists about the teaching styles of behavioral science faculty. This study investigated group characteristics associated with two styles of teaching-authoritative and collaborative-used by behavioral science faculty in a family practice residency training prog ram. Methods: A 6-year retrospective study was conducted with 89 family pra ctice residents and 1,228 patients. Unstructured written comments about dir ect observation of resident-patient encounters in a family, practice clinic were coded using a combination of qualitative and quantitative approaches, then analyzed in relationship to variables such as gender perceived reside nt ability and level of training, ethnicity of patient, and severity of pat ient diagnosis. Results: Overall, behavioral scientists used twice as many collaborative as authoritative teaching comments. Male behavioral scientist s used more authoritative comments than did female behavioral scientists. F irst-year residents and female residents received more teaching generally, than did their more experienced and male counterparts. Perceived global per formance of resident and severity of patient diagnosis were also related to teaching style. Conclusions: Behavioral science faculty should consider th at group characteristics of teachers, residents, and patients may influence teaching style.