Table 3.

Percent of Subjects Whose Behavior is “Frequently” or “Always” Described by the Statement^*

	Participants (%)†n=95	Nonparticipants (%)†n=78	P Value
Learner centeredness
I ask learners what they would like to get out of our interactions	72.9	50.7	.003
In precepting encounters, I assess and focus on the learner's needs rather than my own agenda	75.0	57.8	.02
I help learners identify resources that are available to meet their learning needs	81.1	66.7	.03
Supportive learning environment
I spend time building supportive relationships with my learners	87.4	69.3	.004
I try to detect the emotional response of my learners to various situations, and discuss this if appropriate	70.2	60.0	.16
I express concern or support for my learners when they are struggling	83.9	76.0	.20
I let learners know my limitations as a teacher	53.2	41.3	.13
I let learners know how different situations make me feel	51.1	46.0	.51
Giving and receiving feedback
I start feedback sessions by asking learners to assess their performance	66.3	39.1	<.001
In feedback sessions I focus on specific areas needing improvement, rather than making generalizations	75.8	67.1	.22
After receiving feedback from a learner, I reflect on whether or not that feedback is valid	75.8	74.7	.87
Effective leadership
When leading small groups, I help to ensure that respect is conveyed to all participants	98.0	87.5	.005
I make an effort to draw in those who don't participate much when I lead small groups	73.3	64.8	.21
In working with others, I pay attention to others' needs in addition to my own	92.6	83.5	.04
When I notice a problem that needs to be addressed in my workplace, I take time to analyze it	67.6	79.6	.05

^*Respondents rated themselves on a 5-point scale, where 0=Never, 1=Rarely, 2=Sometimes, 3=Frequently, 4=Always.

^†Only respondents who had taught or mentored learners in the past year were included, and only includes participants from years when nonparticipants were selected, 1988 to 1995.