The accuracy of supervisors' perceptions of family practice residents' educational needs

Abstract

A study was made to determine the accuracy of supervisors' perceptions of residents' educational needs by comparing the perceptions of both clinical learners and their physician supervisors. Both groups responded to an assessment instrument during the actual teaching-learning activity at two model family practice centers. Although there was significant agreement on the types and rankings of educational needs, there was frequent disagreement between teachers and learners when their perceptions of needs for each teaching-learning activity were carefully compared. Psychomotor and affective needs received an unexpected low priority from both groups. Possible implications and future studies are discussed.