Respiratory therapy administrators’ perceptions of effective teaching characteristics of clinical preceptors

Abstract

BACKGROUND: Clinical preceptors in respiratory therapy (RT) are expected to possess effective teaching skills and qualities that signify their knowledge, expertise, and professionalism. Thus, it is important to determine which teaching characteristics are effective among RT clinical preceptors from the administrators’ perspective as well as the predictors for the administrators’ decisions. METHODS: A cross-sectional survey study of RT administrators was conducted in hospitals in a major southeastern metropolitan area in the United States. We used the modified version of the Effective Clinical Instructor Characteristics Inventory, which consists of 35 questions that cover 3 main domains: professional competence (15 questions), relationship with the students (8 ques-tions), and personal attributes (12 questions); questions were answered according to a 5-point Likert scale (ranging from 1 to 5). Multiple linear regression analysis was used to identify predictors of clinical preceptors’ selection, reflected in their final scores. RESULTS: A total of 34 RT administrators participated in this study, representing 18 health care institutions. The response rate was 54.8%. Participants showed the most interest in the professional competence of clinical preceptors, with a total mean score of 68.6 = 4.4. This characteristic was followed by personal attributes and relationship with students, with mean scores of 53.8 =4.8 and 35.8 = 3.4, respectively. The perception of managers from different managerial positions toward preceptors’ professional competence showed a statistically significant difference (P = .042). The variable defined as years in clinical practice as a respiratory therapist was negatively associated with participants’ final scores. CONCLUSIONS: This study indicates that the professional competence of clinical preceptors is believed by RT administrators to be the most important behavioral characteristic. The results also indicate that role modeling and showing genuine interest in patients and their care are the most effective teaching characteristics of clinical preceptors.