Do Different Pairings of Teaching Styles and Learning Styles Make a Difference? Preceptor and Resident Perceptions

Certain combinations of TS with LS are perceived by preceptors and residents as more positive than others, which suggests TS and LS should be considered when pairing residents and preceptors.

Abstract

BACKGROUND: Certain teaching style (TS) and learning style (LS) combinations may enhance learning. PURPOSE: The objective was to examine the effects of combinations of TS and LS in preceptor-resident (PR-RE) dyads in a long-term teaching-learning environment. METHODS: Forty-four pediatric PR-RE pairs responded to Grasha's TS and LS inventories, the Clinical Teacher Characteristics Instrument (CTCI) and the Preceptor-Resident Relationship Inventory (PRPRI). Combined CTCI and PRRI means were compared using the t test. RESULTS: The facilitator or personal model TS and collaborative LS pairs supported a healthy teaching-learning environment. Independent learners rated their preceptors' teaching characteristics positively. Competitive LS residents rated the relationship with the preceptor and preceptor teaching effectiveness less favorably. Residents overall indicated a less favorable relationship and clinical teaching characteristics than preceptors. CONCLUSIONS: Certain combinations of TS with LS are perceived by preceptors and residents as more positive than others. This suggests TS and LS should be considered when pairing residents and preceptors.