Table 2.
Comparison of Teacher and Learner Assessments Regarding the Frequency with Which the Teacher Performed the Following Behaviors*
| Teaching Behavior | Teachers’ Self-assessment Median (IQR)† Percent‡ | Learners’ Rating Median (IQR)† Percent‡ | P Value§ |
|---|---|---|---|
| Effectively helped the small group to meet goals | 3 (3 to 3) 83 | 4 (3 to 4) 96 | < .001 |
| Let learners know his/her limitations as a teacher | 3 (2 to 3) 59 | 3 (3 to 4) 83 | < .001 |
| Asked learners what they would like to get out of an encounter | 3 (2 to 3) 64 | 4 (3 to 4) 84 | < .001 |
| Let learners figure things out themselves, even if it meant struggling | 3 (2 to 3) 55 | 3 (3 to 4) 87 | < .001 |
| Expressed concern or support for learners when they were struggling | 3 (3 to 4) 83 | 4 (3 to 4) 94 | < .001 |
| Would try to detect the emotional response of the learners to various situations, and discuss this if appropriate | 3 (2 to 3) 67 | 3 (3 to 4) 83 | < .001 |
| Spent time building supportive relationships with the learners | 3 (3 to 4) 79 | 4 (3 to 4) 93 | < .001 |
| Changed a learning plan based on learner's needs | 3 (2 to 3) 68 | 4 (3 to 4) 86 | < .001 |
| Helped learners identify resources that are available to meet their learning needs | 3 (3 to 3) 79 | 4 (3 to 4) 92 | < .001 |
| Worked with the learners to establish mutually agreed upon goals, objectives, and ground rules | 3 (2 to 3) 66 | 4 (3 to 4) 88 | < .001 |
| In precepting or one-on-one teaching, assessed and focused on the learner's needs rather on his/her own agenda | 3 (2 to 3) 70 | 4 (3 to 4) 94 | < .001 |
| In precepting or one-on-one teaching, challenged learners to think about alternative management approaches | 3 (2 to 3) 79 | 4 (3 to 4) 94 | < .001 |
| In feedback sessions, focused on specific areas needing improvement, rather than making generalizations | 3 (3 to 3) 75 | 4 (3 to 4) 91 | < .001 |
| Starts feedback session by asking learners to assess their performance | 3 (2 to 4) 66 | 3 (3 to 4) 81 | .35 |
*
A 5-point Likert scale was used (0 = never, 1 = rarely, 2 = sometimes, 3 = frequently, and 4 = always).
†
IQR, interquartile range of responses.
‡
Percent reporting frequently or always performs the teaching behavior.
§
P values are for the differences in responses between teachers and learners using the Wilcoxon signed-rank test.