Jianhua Zhou, Xue Gong, Xiaofei Li
Longitudinal relations between teacher support and academic achievement among Chinese children: Disentangling between‑ and within-student associations
Journal of school psychology
phenomenon longitudinal integrated clerkships lics novel curricula place medical students longterm learning coaching relationships faculty require adaptation teaching practices behalf faculty maximize learning outcomes understanding teaching lic model differs teaching trainees traditional models critical ensuring curricular innovation success faculty development approach qualitative approach used describe teaching practices faculty learning experiences student participants longitudinal integrated clerkships different clinical community settings fortyfive faculty 20 students participated focus groups thematic analysis focus group data used identify differences similarities groups sites specialties findings two groupings themes emerged thematic analysis 1 precepting strategies distinctive longitudinal integrated clerkship model 2 precepting strategies enhanced employed lic model distinct lic model preceptors students described importance understanding curricular structure supporting students longitudinal care patients enhanced lic model strategies relationshipbased teaching support autonomy feedback support longitudinal growth skills insights students faculty across lic sites broadly aligned opinions best practices teaching lic model longitudinal relationship student faculty lic distinguishes model traditional block rotations distinctive approach successful teaching demonstrated preceptors use time afforded build trusting relationships students created opportunity novel teaching approaches enhanced otherwise effective teaching strategies focus orientation curricular model support longitudinal relationships patients may serve anchor faculty development efforts development lic