A.L. Hull 1 , H. Copeland 1 , M.G. Hewson 1 ; 1 Cleveland Clinic Foundation, Cleveland, OH PURPOSE: Clinicians' self-perceptions of teaching effectiveness will affect their interest and committment to improving teaching ability. This IRB-approved study investigates the relationships among self-perception and characteristics of clinical teachers including demographics, interest and satisfaction with teaching, and perceived institutional support for teaching. METHODS: Perceptions, attitudes, and characteristics of clinical teachers was obtained in a survey instrument sent to 164 Division of Medicine faculty who had taught and had teaching evaluation instrutments completed Internal Medicine residents in 1998 and 1999. 94 (57%) of the surveys were completed after 2 reminders. The responses were coded and matched to the respondents' average of a 15-item clinical teaching evaluation (which has been judged to be reliable and valid) completed by residents for any rotation during the 2-year period. The dependent measure was a 5-point Likert-scale survey item evaluating the self-perceived teaching effectiveness (TE). The independent measures included faculty characteristics (age, gender, years in practice), satisfaction with teaching (enjoy teaching, career satisfaction, perceived institutional support for teaching), percent time spent teaching, involvement in teaching improvement activities (workshops, reading), and average of self-ratings of the 15-item clinical teaching evaluation. SPSS/PC was used to compute descriptive statistics, correlations between the dependent and independent measures, and a step-wise regression. Self-ratings of the 15-item teaching evaluation were not included in the regression analysis in order to maximize the effects of the other independent measures. RESULTS: The average TE score was 3.85 (+À .63). Statistically significant positive correlations (p < .05) were found between TE and average resident evaluation score (r=.213), percent time teaching (r=.251), average self-rating of the 15-item teaching evaluation (r=.457), and satisfaction from teaching residents (r=.336). All other characteristics were not significantly correlated with TE.