Medical student evaluation of faculty in student-preceptor pairs

Acad Med. 2007 Oct;82(10 Suppl):S30-3. doi: 10.1097/ACM.0b013e318141f575.


Background: Students' willingness to provide candid feedback about faculty in student-preceptor pairs is unknown. Strategies addressing this in U.S. medical schools have not been reported. This study describes student comfort in evaluating preceptors and how medical schools obtain/use evaluations of preceptors.

Method: First- and second-year medical students at Virginia Commonwealth University completed a survey at midyear and year end. A Web-based survey of U.S. medical schools was conducted.

Results: Two hundred eighty-two (78%) students and 84 (70%) medical schools responded. Most students felt comfortable providing feedback to program faculty (95%), whereas fewer felt comfortable with the preceptor (77%). Students commented on both the importance and awkwardness of giving feedback. Approximately 75% of medical schools agreed that lack of anonymity limits student candor on preceptorship evaluations.

Conclusions: Understanding the impact of one-to-one ratio on student evaluations of faculty may enable programs to develop more effective evaluation strategies.

MeSH terms

  • Attitude*
  • Clinical Competence
  • Education, Medical, Undergraduate / standards*
  • Educational Measurement
  • Faculty, Medical / standards*
  • Humans
  • Preceptorship*
  • Program Evaluation
  • Retrospective Studies
  • Students, Medical / psychology*
  • Teaching / standards*