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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, Hansel Burley, Ke Zhang, Neetu Arora
Copyright: © 2008 |Volume: 3 |Issue: 2 |Pages: 18
ISSN: 1555-3396|EISSN: 1555-340X|ISSN: 1555-3396|EISBN13: 9781615202935|EISSN: 1555-340X|DOI: 10.4018/jhisi.2008040106
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MLA

Sutkin, Gary, et al. "Characteristics of Good Clinical Educators from Medical Students' Perspectives: A Qualitative Inquiry using a Web-Based Survey System." IJHISI vol.3, no.2 2008: pp.69-86. http://doi.org/10.4018/jhisi.2008040106

APA

Sutkin, G., Burley, H., Zhang, K., & Arora, N. (2008). Characteristics of Good Clinical Educators from Medical Students' Perspectives: A Qualitative Inquiry using a Web-Based Survey System. International Journal of Healthcare Information Systems and Informatics (IJHISI), 3(2), 69-86. http://doi.org/10.4018/jhisi.2008040106

Chicago

Sutkin, Gary, et al. "Characteristics of Good Clinical Educators from Medical Students' Perspectives: A Qualitative Inquiry using a Web-Based Survey System," International Journal of Healthcare Information Systems and Informatics (IJHISI) 3, no.2: 69-86. http://doi.org/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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