Do Different Pairings of Teaching Styles and Learning Styles Make a Difference? Preceptor and Resident Perceptions

Background: Certain teaching style (TS) and learning style (LS) combinations may enhance learning.

Purpose: The objective was to examine the effects of combinations of TS and LS in preceptor-resident (PR-RE) dyads in a long-term teaching-learning environment.

Methods: Forty-four pediatric PR-RE pairs responded to Grasha's TS and LS inventories, the Clinical Teacher Characteristics Instrument (CTCI) and the Preceptor-Resident Relationship Inventory (PRPRI). Combined CTCI and PRRI means were compared using the t test.

Results: The facilitator or personal model TS and collaborative LS pairs supported a healthy teaching-learning environment. Independent learners rated their preceptors' teaching characteristics positively. Competitive LS residents rated the relationship with the preceptor and preceptor teaching effectiveness less favorably. Residents overall indicated a less favorable relationship and clinical teaching characteristics than preceptors.

Conclusions: Certain combinations of TS with LS are perceived by preceptors and residents as more positive than others. This suggests TS and LS should be considered when pairing residents and preceptors.