Methodology

•  The importance of medical teachers has been demonstrated by studies linking teaching with learner performance, attitudes, and career decisions1-3. Given the importance of the relationship between teacher and student, several articles have aimed to identify effective teaching qualities within the medical profession4-7. Although this large body of research exists, very few articles obtain data directly from students. Additionally the literature is centered around Medical Doctorate programs, leaving a knowledge-gap regarding effective teaching qualities within Physician Assistant (PA) programs, particularly in Canada.

•  This study aims to assist in the growth of Physician Assistant education research as well as add more data based around student opinion to the existing research on teaching qualities in the medical profession.

•  Research Question: What characteristics do McMaster Physician Assistant Education Program (PAEP) students value in tutorial and clinical skills preceptors?

DISCUSSION.

KEY FINDINGS

REFERENCES

RESULTSIntroduction

Ovid search results post 1996: 35

30 Relevant titles chosen for abstract review

17 abstracts chosen for article review to identify teaching characteristics

Characteristics verified by 2 PA students and 1 faculty to ensure relevance to the PAEP

Survey developed with a 5-point Likert Scale and ranking system to assess 20 teaching characteristics for both tutorial and clinical skills

Limesurvey sent to the PAEP Class of 2018. 100% response rate from 19 eligible participants

Limesurvey data exported to excel and analyzed

Figure 1. The proportion of students that chose each option on a 5-point Likert Scale when asked, “In my opinion, while in tutorial, it is important that a preceptor...” for the listed teaching qualities (n=19). Teaching qualities are arranged by highest mean score (left) to lowest mean score (right).

Figure 2. The proportion of students that chose each option on a 5-point Likert Scale when asked, “In my opinion, while in clinical skills, it is important that a preceptor...” for the listed teaching qualities (n=19). Teaching qualities are arranged by highest mean score (left) to lowest mean score (right).

Figure 4. The number of students that included each teaching characteristic in their top 5 most important qualities for clinical skills preceptors (n=19). Qualities are arranged in descending order of popularity.

Figure 3. The number of students that included each teaching characteristic in their top 5 most important qualities for tutorial preceptors (n=19). Qualities are arranged in descending order of popularity.

0 2 4 6 8 10 12 14 16

Top Ranked Clinical Skills Preceptor Characteristics

0 2 4 6 8 10 12 14 16

Top Ranked Tutorial Preceptor Characteristics

42%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PA Students’ Perspectives on Clinical Skills Preceptor Characteristics

Disagree

Neutral

Agree

Strongly Agree

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PA Students’ Perspectives on Tutorial Preceptor Characteristics

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

•  “Preferred” characteristics were determined by a high mean score on the Likert Scale, high participant ranking, and low standard deviation.

•  The most preferred characteristics for tutorial preceptors included using clinical examples and having a good knowledge base, whereas the most preferred characteristics for clinical skills preceptors related to the provision of practice cases, and providing demonstration of physical exams and clinical skills.

•  In both tutorial and clinical skills preceptors, there was considerable variation around student preference regarding Physician Assistant preceptors. This question had the lowest average rating and the largest standard deviation.

•  Results were consistent with studies that documented “knowledge-base” as one of the most desirable teaching characteristics overall, and “demonstration of physical examinations” as very important in clinical teaching8,9.

•  Mean average for almost all questions was above 4/5, indicating most students agree that the characteristics tested in the survey are important. Given our survey was developed based on the literature detailing the preferred traits of medical students, PA students appear to value the same preceptor characteristics identified in the medical student literature, which is not surprising given the parallel training and quality of preceptors.

•  Being a PA preceptor ranked with the largest degree of variation, however it is difficult to make an inference as other preceptors (MD, allied health preceptors, etc.) were not included as an option.

Next steps: •  Consecutive use of this survey for future 1st year PA student cohorts would

be useful in determining if study findings are consistent across this PA education program.

•  Expansion of this survey to include 2nd year clerkship students would allow for a comparison between clinical placement preceptors and “classroom” preceptors (PBL tutors and clinical skills preceptors).

Implications: •  Results from this study provide foundational information regarding the

preferred characteristics of PA program preceptors, and may be useful in identifying opportunities for faculty development to maximize student learning and satisfaction.

1.  Hay P, Katsikitis M. The ‘expert’ in problem-based and case-based learning: necessary or not?. Medical Education. 2008;35(1):22-26.

2.  Jason H. Becoming a truly helpful teacher: considerably more challenging, and potentially more fun, than merely doing business as usual. AJP: Advances in Physiology Education. 2007;31(4):312-317.

3.  Gaucher S, Thabut D. L’enseignement et l’enseignant influencent le choix de la spécialité médicale. Enquête auprès de 207 étudiants. La Presse Médicale. 2013;42(4):e89-e95.

4.  Berman A. Good teaching is good teaching: A narrative review for effective medical educators. Anatomical Sciences Education. 2015;8(4):386-394.

5.  Hatem C, Searle N, Gunderman R, Krane N, Perkowski L, Schutze G et al. The Educational Attributes and Responsibilities of Effective Medical Educators. Academic Medicine. 2011;86(4):474-480.

6.  Singh S, Pai D, Sinha N, Kaur A, Soe H, Barua A. Qualities of an effective teacher: what do medical teachers think?. BMC Medical Education. 2013;13(1).

7.  Stone S, Ellers B, Holmes D, Orgren R, Qualters D, Thompson J. Identifying oneself as a teacher: the perceptions of preceptors. Medical Education. 2002;36(2):180-185.

8.  Theresa Ho M, Tani M. What medical students value from their teachers. Australian Health Review. 2007;31(3):358. 9.  Bannister S, Raszka W, Maloney C. What Makes a Great Clinical Teacher in Pediatrics? Lessons Learned From the Literature.

PEDIATRICS. 2010;125(5):863-865.

74%

68%

63%

53%

53%

74%

74%

53%

53%

42%

42%

Preferred preceptor characteristics: A survey of McMaster PA students

Siobhan Manning & Elise Gabriele Physician Assistant Education Program, Department of Health Sciences

McMaster University, Hamilton, ON, Canada