Table 3.
Results of Multivariate Analyses: Predictors of Medical Students' Perceptions About the Teaching Effectiveness of Teaching Attending Physicians and Student Teaching Attending Physicians*
| Variable | Teaching Attendings | Student Teaching Attendings | ||
|---|---|---|---|---|
| P Value | R2 Value (%) | P Value | R2 Value (%) | |
| Provided a role model | <.001 | 74.8 | .82 | – |
| Showed enthusiasm and interest in teaching | <.001 | 7.3 | .001 | 11.2 |
| Was available to me | .01 | 2.4 | .25 | – |
| Provided opportunity for learning technical skills | <.04 | 1.7 | .30 | – |
| Encouraged me to accept increasing responsibility | .96 | – | <.001 | 61.3 |
| Inspired confidence in their knowledge and skills | .14 | – | .01 | 5.6 |
| Treated me with trust and respect | .63 | – | <.001 | 4.5 |
| Practiced ethical medicine | .48 | – | .02 | 2.7 |
| Total | 86.2 | 85.3 | ||
*
Results shown are from analyses using forward stepwise linear regression methods in which all assessed teaching behaviors were independent variables and the overall teaching effectiveness was the dependent variable. Teaching Attendings conduct bedside walk rounds and formal teaching rounds with the entire ward team. Student Teaching Attendings conduct case presentation-based sessions with medical students only.