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

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.

Notes

^a Because of the method by which the teaching style (TS) and learning style (LS) inventories are scored, it is possible to have more than one TS or LS per person (see text); that is, more than one mean score in the “high” range; these are referred to as mixed preferences.

^b The number in parentheses refers to the number of preceptors or residents who scored in only one category of teaching or learning style. Thirteen of 44 preceptors scored themselves as solely Delegator TS; 23 of 44 residents scored themselves as solely Collaborative learners. All other preceptors (28) and residents (19) scored themselves in the “high” category of more than one teaching or learning style.

^a Large effect size > .8.

^b Medium effect size > .5 to .79.

^c Small effect size < .5.

*p = .02 (based on t test).

**p < .001 (based on t test).

^a More favorable relationship on PRRI, more favorable preceptor teaching on CTCI.

^b Less favorable relationship on PRRI, less favorable preceptor teaching on CTCI.