Abstract
Teaching is a complex process in residency education. Unspoken expectations can be challenges to maximizing learning outcomes. Residents and faculty preceptors may have different ideas as to how residents learn best. If learners and teachers approach precepting with different styles for learning in mind, both parties may walk away unfulfilled. Similar mismatches have been found between patients and physicians in their explanatory models of illness. We completed a pilot study to determine if there is a difference between what residents believe best facilitates their learning and how preceptors teach and believe residents want to learn.
| Original language | English (US) |
|---|---|
| Specialist publication | Society of Teachers of Family Medicine Education Columns |
| State | Published - Dec 2017 |