Table 4 Self-identification in the role of a clinical teacher
N (%) | N (%) | N (%) | N (%) | N (%) | |
|---|---|---|---|---|---|
Strongly disagree | Disagree | Neither agree nor disagree | Agree | Strongly agree | |
It’s important to check whether a student/resident meets the expected level of performance at each stage of his/her training | 1 (.4) | 1 (.4) | 12 (4.2) | 168 (59.4) | 101 (35.7) |
My role as a teacher gives me a lot of satisfaction | 2 (.7) | 11 (3.9) | 68 (24.2) | 136 (48.4) | 64 (22.8) |
The best learning comes from receiving relevant and useful feedback from the teacher | N/A | 4 (1.4) | 36 (12.7) | 175 (61.8) | 68 (24) |
The progress of residents/students depends first and foremost on their motivation (R) | N/A | 6 (2.1) | 59 (20.8) | 174 (61.5) | 44 (15.5) |
I want my residents/students to feel good rather than to stress them | 2 (.7) | 24 (8.5) | 90 (31.8) | 126 (44.5) | 41 (14.5) |
The most important thing we need to pass on to residents/students is our experience | 3 (1.1) | 18 (6.4) | 81 (28.7) | 139 (49.3) | 41 (14.5) |
When you show residents/students how to do things, it is important to explain how and why you are doing them | 1 (.4) | 1 (.4) | 5 (1.8) | 140 (49.5) | 136 (48.1) |
With respect to my residents/students, I see my role as a companion | 33 (11.6) | 115 (40.5) | 93 (32.7) | 36 (12.7) | 7 (2.5) |
With respect to my residents/students, I see my role as that of an older brother/sister | 40 (14.1) | 107 (37.7) | 74 (26.1) | 57 (20.1) | 6 (2.1) |
I consider my resident as a student. | 40 (14.2) | 119 (42.3) | 93 (33.1) | 27 (9.6) | 2 (.7) |