Abstract
SUMMARY This study examines congruence of evaluations of clinical teaching behaviors between 31 internal medicine teachers and their learners. Eighteen clinical teaching behaviors were evaluated on a Likert scale by teachers and learners following inpatient attending teaching rounds. Learners felt faculty were best at giving information, correcting without belittling, asking questions seeking knowledge, and giving direction. Faculty felt they were best at helping learners with factual knowledge, giving information, correcting without belittling, and asking questions seeking knowledge. Congruent relationships exist with providing learners opportunities to demonstrate physical exam and historytaking skills at the bedside, stimulating interest, and demonstrating physical exam/history-taking skills. Faculty development strategies can enhance repertoires of teaching microskills and teacher cognition of teaching behaviors with the goal of producing more efficient and effective teaching.
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