Table 3.

After Categorizing 262 Responding Physicians into “High” or “Low” Scorers on the Feedback Scale, Odds Ratios Demonstrating Associations with Being a High Scorer

Characteristic*	Unadjusted Odds Ratios for Being a High Scorer†(95% Confidence Interval)
Personal and career characteristics
Non-Caucasian (vs non-Hispanic white)	2.00 (1.01 to 4.00)
Feels present job has “a lot” of opportunity to work as part of a team (vs moderate amount or less)	2.10 (1.27 to 3.48)
Teaching >10% total work hours in past year (vs less than 10%)	2.30 (1.38 to 3.82)
Director/Associate Director of residency program (vs not)	2.32 (1.23 to 4.36)
Director/Associate Director of medical education course or clerkship (vs not)	2.44 (1.46 to 4.08)
Taught or mentored in FDP/workshop in past year (vs not)	2.48 (1.48 to 4.15)
Values or priorities written or reviewed in last year (vs not)	2.55 (1.52 to 4.27)
Ever FDP developer or facilitator (vs not)	2.75 (1.54 to 4.90)
Taught or mentored housestaff or medical students in morning or noon conference in past year (vs not)	3.14 (1.58 to 6.26)
Developed or implemented curricula in last 5 years (vs not)	3.14 (1.78 to 5.55)
“Always” or “Frequently” recognize own areas of weakness and use it as an opportunity for gth (vs less)	3.23 (1.83 to 5.69)
Professional/work goals written or reviewed in the last year (vs not)	3.82 (2.15 to 6.78)
Scholarship
Ever received local or regional teaching or education award (vs not)	1.91 (1.15 to 3.17)
Ever participated in national/regional meeting as presenter (vs not)	2.04 (1.04 to 4.02)
External funds for educational curriculum development, administration, or evaluation in past 2 y (vs not)	2.06 (1.07 to 3.96)
Faculty rank at or above Associate Professor (vs below)	2.15 (1.16 to 3.98)
Ever gave an oral presentation related to education at a national/regional meeting (vs not)	2.72 (1.51 to 4.89)
External funds for teaching in past 2 y (vs not)	3.56 (1.34 to 9.44)
Education enjoyment
Enjoys giving lectures and presentations (vs does not)	2.10 (1.24 to 3.56)
Enjoys one-on-one teaching or precepting (vs does not)	2.15 (1.25 to 3.70)
Enjoys leading small groups (vs does not)	2.76 (1.63 to 4.67)
Enjoys mentoring (vs does not)	2.92 (1.71 to 4.98)
Working with others
“Agree” or “strongly agree” that I like to do most things myself, rather than delegate to others (vs disagree)	0.56 (0.34 to 0.93)
“Always” or “Frequently” seek opportunities to work on projects with others (vs less)	2.44 (1.44 to 4.13)
“Always” or “Frequently” pay attention to others' needs (vs less)	2.61 (1.11 to 6.10)
“Always” or “Frequently” elicit input from those who might be affected by my decisions (vs less)	2.78 (1.25 to 6.22)
“Always” or “Frequently” draw in those who don't participate much when leading small groups (vs less)	3.40 (1.79 to 6.43)
“Always” or “Frequently” help the small groups that I lead meet their goals for any given meeting (vs less)	4.62 (2.11 to 10.10)
“Always” or “Frequently” ensure that respect is conveyed to all participants when leading small groups (vs less)	11.08 (1.42 to 86.67)
Desirable teaching behaviors
“Always” or “Frequently” spend time building supportive relationships with my learners (vs less)	2.20 (1.23 to 4.29)
“Always” or “Frequently” let learners know how different situations make me feel (vs less)	2.48 (1.49 to 4.14)
“Always” or “Frequently” let learners know my limitations as a teacher (vs less)	2.71 (1.61 to 4.56)
“Always” or “Frequently” help learners identify resources to meet their learning needs (vs less)	2.78 (1.42 to 5.45)
“Always” or “Frequently” let learners figure things out by themselves, even if they struggle (vs less)	2.94 (1.76 to 4.91)
“Always” or “Frequently” assess whether my actions as a teacher correspond with my values (vs less)	2.95 (1.73 to 5.03)
“Always” or “Frequently” challenge learners to consider alternative management approaches when precepting or teaching one-on-one (vs less)	2.98 (1.49 to 5.96)
“Always” or “Frequently” express concern and support for my learners when they struggle (vs less)	3.57 (1.72 to 7.41)
“Always” or “Frequently” attempt to detect and discuss emotional responses of my learners (vs less)	6.09 (3.22 to 11.55)
Teaching proficiency
Current proficiency “very good” or “excellent” in mentoring others (vs less)	2.17 (1.02 to 4.63)
Current proficiency “very good” or “excellent” in role modeling for medical learners (vs less)	2.74 (1.04 to 7.19)
Current proficiency “very good” or “excellent” in giving lectures or presentations (vs less)	3.28 (1.42 to 7.57)
Current proficiency “very good” or “excellent” in handling conflict (vs less)	3.77 (1.71 to 8.27)
Current proficiency “very good” or “excellent” in leading small groups (vs less)	4.34 (1.82 to 10.33)
Current proficiency “very good” or “excellent” in overall teaching skills (vs less)	7.86 (1.77 to 34.97)
Current proficiency “very good” or “excellent” in leading others (vs less)	13.19 (3.05 to 57.04)
Learner-centeredness
“Always” or “Frequently” conduct a formal needs assessment, like survey or focus group, etc, when planning curriculum (vs less)	2.72 (1.38 to 5.38)
“Always” or “Frequently” adapt learning plan to their need (vs less)	3.04 (1.66 to 5.56)
“Always” or “Frequently” use different educational strategies based upon learning objectives and learners' needs when planning curriculum (vs less)	3.79 (1.74 to 8.26)
“Always” or “Frequently” assess and focus on learners' needs rather than mine when precepting or teaching one-on-one (vs less)	4.46 (2.37 to 8.41)
“Always” or “Frequently” work to establish mutually agreed-upon goals, objectives, and ground rules with learners (vs less)	4.98 (2.75 to 9.04)
“Always” or “Frequently” ask learners what they desire from our interaction (vs less)	6.04 (3.33 to 10.95)

^*These 7 categories correspond to areas of inquiry in the questionnaire

^†By comparing the responses of the low scorers (≤19; those below the median) and the high scorers (>19; those above the median), factors were identified that were associated with being a high scorer on the feedback scale