Teaching behaviors of residents and faculty members

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Abstract
In the study reported here, the authors examined resident and faculty teaching behaviors in an attempt to see whether they are complementary or duplicative. Thirty-two teaching sessions were observed, and behaviors were recorded using a teaching behavior checklist devised for the study. The predominant behaviors for all teachers observed were those of responding to questions by the students are addressing problem-solving and psychosocial issues. Residents spent more time at the bedside and saw more patients in their sessions than did the faculty members. The results of the study suggest that teaching roles of faculty members and residents are complementary. The implications of this conclusion for clinical teaching are discussed.

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