![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Background: Attention has been devoted to the role of gender in student evaluations of effective teaching behaviors, but little information exists on student-preceptor interactions in the evaluation process.
Purpose: A pilot study was implemented to determine if student-preceptor gender differences existed in students' evaluations of teaching during an ambulatory clerkship.
Methods: Students completed an 18-item questionnaire that examined multiple aspects of their clinical experiences. Response data were analyzed using a 2 (student gender) × 2 (preceptor gender) analysis of variance.
Results: Male preceptors received statistically significant higher mean ratings than female preceptors from female students for fostering problem solving (p <. 05), encouraging students' opinions (p <. 01), availability (p <. 001), and serving as a role model (p <. 05). Both female and male students assigned to male preceptors rated them as more enthusiastic (p <. 001) than female preceptors. Male preceptors received the highest mean rating from male students for providing feedback (M = 4.53, p <. 01).
Conclusions: Gender differences existed in students' evaluations of preceptors that may have implications for the evaluation process and clinical experiences. Additional research is suggested.