Date of Award

7-13-2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Myrna R. Olson

Abstract

The purpose of this mixed method study was to evaluate teaching effectiveness throughout the primary care clinical phase within the Physician Assistant Program at the University of North Dakota. Participants consisted of preceptors and students from the Physician Assistant class of 2008. It was of interest to compare the perceptions of preceptors and students regarding the process of clinical teaching as well as both groups' suggestions for improving the process. The conceptual framework focused on the identified importance of the clinical experience, largely directed by the preceptor as an essential element of medical education. This theoretical context was utilized to direct the literature review and develop guiding questions for the research.The quantitative component of this study consisted of file reviews to glean demographic information and a survey to evaluate clinical instructional quality in relation to learning opportunities, clinical site, and student and preceptor involvement. Retrospective pretest-posttest as well as preceptor-student outcomes were compared. The qualitative portion of this study analyzed survey commentary, preceptor interview data, and student focus group data.Integrating quantitative and qualitative findings for both preceptors and students, the following concluding assertions were drawn: (1) The clear communication and understanding of expectations, including role identification, are essential in effective clinical instruction. (2) The actual process of teaching in the clinical setting is highly dynamic and variable, yet frequently overlooked. (3) Affording adequate time to teach students in the clinical setting is challenging.The perception of preceptor and students reinforced the idea that the clinical experience is an essential element of clinical education. To ensure the most comprehensive education possible, medical educators must remain diligent in assuring effective clinical education for their students. Acknowledging that the preceptor is the determining factor of quality in clinical instruction, investment in the clinical teaching process is essential to move beyond effectiveness to excellence in clinical education.

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