BACKGROUND AND OBJECTIVES: Medical educators need practical and accurate instruments for evaluating clinical teaching. Our purpose was to develop norms for the Clinical Teaching Perception Inventory (CTPI) on a multidisciplinary group of North American faculty and resident teachers. METHODS: A no-cost, on-line inventory (www.residentteachers.com) measured participants' comfort with teaching. Respondents recruited through surveys and professional organizations completed two identical Q-sorts, ranking 28 descriptors first for "my ideal teacher" and then for "myself as a teacher." RESULTS: An international sample of 255 residents and 256 faculty members--including 143 respondents from family medicine--completed the on-line CTPI from April 2001 to March 2003. Resident and faculty teachers agreed on top descriptors for ideal clinical teachers: stimulating, encouraging, competent, communicates, and well-read. Resident teachers revealed larger discrepancies between "self" and "ideal" scores than faculty participants did. Many respondents wished to be more stimulating and well-read, highlighting perceived needs for teaching skills development. Between the subsamples of 143 family medicine teachers and 368 non-family medicine teachers, scores were virtually indistinguishable. CONCLUSIONS: A multidisciplinary sample of 511 faculty and resident teachers agreed on key characteristics of ideal clinical teachers. Generalist educators and others can use the on-line CTPI at no cost to assess their self-perceptions as clinical teachers.
BACKGROUND AND OBJECTIVES: Medical educators need practical and accurate instruments for evaluating clinical teaching. Our purpose was to develop norms for the Clinical Teaching Perception Inventory (CTPI) on a multidisciplinary group of North American faculty and resident teachers. METHODS: A no-cost, on-line inventory (www.residentteachers.com) measured participants' comfort with teaching. Respondents recruited through surveys and professional organizations completed two identical Q-sorts, ranking 28 descriptors first for "my ideal teacher" and then for "myself as a teacher." RESULTS: An international sample of 255 residents and 256 faculty members--including 143 respondents from family medicine--completed the on-line CTPI from April 2001 to March 2003. Resident and faculty teachers agreed on top descriptors for ideal clinical teachers: stimulating, encouraging, competent, communicates, and well-read. Resident teachers revealed larger discrepancies between "self" and "ideal" scores than faculty participants did. Many respondents wished to be more stimulating and well-read, highlighting perceived needs for teaching skills development. Between the subsamples of 143 family medicine teachers and 368 non-family medicine teachers, scores were virtually indistinguishable. CONCLUSIONS: A multidisciplinary sample of 511 faculty and resident teachers agreed on key characteristics of ideal clinical teachers. Generalist educators and others can use the on-line CTPI at no cost to assess their self-perceptions as clinical teachers.