Submitted by Marianna Shershneva on

Haas AJ, Blackall GF, Osei-Bonsu W, Wu EY, Costigan H, Stuckey HL.What really matters: A qualitative study of student perspectives on exceptional teaching. Acad Med. 2025. doi: 10.1097/ACM.0000000000006172. [Online ahead of print.]

Abstract

Purpose: This study aimed to identify characteristics that define exceptional teachers and provide recommendations for teaching in medical education. Method: A total of 3,409 student narratives that described characteristics of exceptional teachers were curated from August 2017 to January 2022 at Penn State College of Medicine. Narratives were submitted voluntarily in response to a single, open-ended question: "Please tell us about what those teachers did that resulted in an exceptional educational experience and how it changed you?" Narrative lengths varied, with a mean (SD) of 78.4 (58.0) words (range, 2-776). A systematically selected subset (n = 872) was analyzed using an inductive approach. After codebook development, 3 independent coders analyzed data (pooled Cohen κ = 0.77), organizing codes into themes and subthemes. Results: Three key themes (8 subthemes) were identified: (1) challenging and practical learning opportunities were embraced by students as a source of growth (being challenged with progressive complexity while simultaneously feeling supported, making the most of natural learning opportunities, and growing from judicious, actionable, and frequent feedback); (2) being included and valued as part of the team encouraged learners to contribute, to exercise autonomy, and to work alongside others as a colleague (being accepted and integrated as part of the team, receiving guided autonomy in interactions and responsibilities with patient care, and feeling respected as a teammate and future colleague); and (3) demonstrating enthusiasm for teaching and patient care, combined with a humanistic approach to role modeling, was inspirational to students (witnessing passion for teaching and caring for students and drawing inspiration from authentic role-modeling). Conclusions: The study findings support 5 recommendations: (1) challenge students while maintaining psychological safety, (2) provide feedback that is frequent and specific, (3) give autonomy for growth, (4) make them part of the team, and (5) cultivate the trainee-to-teacher relationship.

Questions

  1. What problem or gap in medical education does this study address, and why is it significant for clinical teaching?
  2. Which findings resonate most with your own experiences as a clinical teacher, and which feel less applicable in your context?
  3. How might the study’s results inform faculty development programs at our institution?

Comments

Walter Baker replied on

This article discussion highlights important insights into what students value in exceptional teaching—especially the balance of challenge, support, meaningful feedback, and feeling genuinely included as part of the learning process. The recommendations for fostering psychological safety, autonomy, and strong teacher-student relationships are especially relevant for improving clinical teaching practices.

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Walter Baker replied on

William Boyer replied on

1. Problem or Gap Addressed

This study addresses a longstanding gap in medical education: although we often recognize “great teachers,” we rarely define in a systematic, learner-informed way what makes them exceptional. Clinical teaching is complex, fast-paced, and patient-centered, and faculty development often focuses more on content expertise than on relational and instructional qualities. 

William Boyer replied on

William Boyer replied on

2. Findings That Resonate (or Less So)

The theme of challenging learners while maintaining psychological safety strongly resonates with my experience. Learners grow most when expectations are high but support is visible for escape road. Progressive complexity paired with constructive feedback mirrors what we know about scaffolding in adult learning theory.

The emphasis on guided autonomy also aligns with clinical reality — learners need graduated responsibility to develop competence and confidence.

William Boyer replied on

cakorib cakorib replied on

i appreciate how this paper turns “great teaching” into concrete behaviors students actually notice: progressive challenge with real psychological safety, frequent actionable feedback, and being treated as a teammate. the “guided autonomy” point lands for me, because learners can’t develop judgment if they’re only observing, yet dumping responsibility without support backfires. our faculty development could focus less on generic “feedback skills” and more on micro-habits on rounds: ask one question that scales up, give one specific next step, and explicitly invite the student into the plan. small gripe: our discussion board keeps getting weird off-topic posts; i’ve even seen stray links such as https://lightningstormgame.org/ https://livedragontiger.org/ and https://powerup-roulette.com/ showing up, which makes it harder to keep the teaching conversation focused.

cakorib cakorib replied on

Lamberta Muller replied on

This is a fascinating study! The themes really resonate with my own experiences. It's so important for medical educators to cultivate an environment where students feel challenged but supported. It reminds me of how powerful it can be to experiment and learn from mistakes, almost like the freedom you get when you play <!-- x-tinymce/html -->Solar Smash – you can try things out and see the consequences in a safe space. Providing autonomy and demonstrating genuine enthusiasm are definitely key to inspiring the next generation of doctors.

Lamberta Muller replied on

nyt hints replied on

This research on exceptional teachers in medical education is invaluable! The findings provide clear, actionable insights that can transform teaching practices. The themes of challenge, inclusion, and inspiration offer pips game a comprehensive framework for fostering meaningful educational experiences. Well done to the researchers for capturing the essence of exceptional teaching!

nyt hints replied on

Claire Woods replied on

This discussion was helpful, especially the point about balancing challenge with psychological safety and timely feedback. I often think about similar feedback loops when reviewing creative work; pips2 helps with quick AI image and video iteration: pips2

Claire Woods replied on

Lewis Fry replied on

This is so relevant to how Fnaf content creators often thrive! The ones who challenge their audience with new theories, give frequent, specific insights, and foster a sense of community really stand out. It's cool how these teaching principles apply even to entertainment.

Lewis Fry replied on

Cooper Pendred replied on

This research offers insightful characteristics of exceptional teachers, showcasing their profound impact. It makes me think how a good teacher, like a precise Love Tester  truly understands and nurtures student potential, leading to remarkable growth and inspiration. These findings are incredibly valuable.

Cooper Pendred replied on

Benjamin Greenwood replied on

 

This study really hits home! The emphasis on practical learning and being part of the team are crucial. It reminds me of how important it is to not just teach, but to genuinely connect with students and make them feel valued. That Football Bros vibe where everyone supports each other, even during tough challenges, is exactly what inspires growth. Great insights for improving medical education!

Benjamin Greenwood replied on

Logan Mauger replied on

I really like how this study highlights that great teachers challenge students while still making them feel safe and included. It reminds me a bit of how I’ve been playing Melon Playground lately—just messing around with crazy physics scenarios and enjoying total freedom to test ideas without pressure. That mix of challenge and support seems so important. How do you think teachers can best balance freedom with guidance?

Logan Mauger replied on