Abstract
This study aimed to compare the perceptions of pharmacy clerkship students and clinical preceptors of preceptors' teaching behaviors at Gondar University. A cross-sectional study was conducted among pharmacy clerkship students and preceptors during June 2014 and December 2015. A 52-item structured questionnaire was self-administered to 126 students and 23 preceptors. The responses are presented using descriptive statistics. The Mann-Whitney U test was applied to test the significance of differences between students and preceptors. The response rate was 89.4% for students and 95.6% for preceptors. Statistically significant differences were observed in the responses regarding two of the five communication skills that were examined, six of the 26 clinical skills, and five of the 21 parameters involving feedback. The mean scores of preceptors (2.6/3) and students (1.9/3) regarding instructors' ability to answer questions were found to be significantly different (P= 0.01). Students and preceptors gave mean scores of 1.9 and 2.8, respectively, to a question regarding preceptors' application of appropriate up-to-date knowledge to individual patients (P= 0.00). Significant differences were also noted between students and instructors regarding the degree to which preceptors encouraged students to evaluate their own performance (P= 0.01). Discrepancies were noted between students and preceptors regarding preceptors' teaching behaviors. Preceptors rated their teaching behaviors more highly than students did. Short-term training is warranted for preceptors to improve some aspects of their teaching skills.
Highlights
This study aimed to compare the perceptions of pharmacy clerkship students and clinical preceptors of preceptors’ teaching behaviors at Gondar University
The present study aimed to compare the perceptions of pharmacy clerkship students and precep tors regarding preceptors’ clinical skills and their methods of evaluating and providing feedback to students at Gondar Uni
Page 1 of 5 versity between the 2014 and 2015 academic years by obtain ing data from two groups of graduating students. This cross-sectional study was conducted at the University of Gondar-School of Pharmacy in northwestern Ethiopia from June 2014 to December 2015
Summary
Of the 126 clerkship students (22 females and 104 males) who graduated during the 2014 and 2015 academic years, 89.4% responded to the questionnaire. A total of 23 precep tors, two of whom were female, taught, mentored, and evalu ated students during their clinical rotations. Two preceptors were assigned to emergency medicine, five to pediatrics, and five to internal medicine. The rest were assigned to surgery wards and ambulatory care (Table 1). Nonparametric testing showed that a statistically significant difference was observed between preceptors and students re garding the instructors’ ability to answer questions clearly and precisely (P = 0.01) regarding whether the instructors’ voices were loud enough to be clearly understood (P= 0.02) (Table 2). Preceptors and students showed significant variation in six of the 26 items that assessed preceptors’ clinical skills: posses
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