Psychological size and distance: emphasising the interpersonal relationship as a pathway to optimal teaching and learning conditions

Background  Positive interpersonal relationships between teachers and learners increase the quality of learning. The purpose of this study was to investigate psychological size (perceived status) and psychological distance (perceived emotional connectedness) in medical teaching interactions and their impact on the teaching and learning process. Method  A total of 45 paediatric preceptor/resident pairs engaged in longitudinal continuity training experiences at different sites were surveyed about teaching effectiveness, satisfaction with teaching, and the psychological size and distance in the relationship between each pair. Results  Both residents and preceptors perceived the resident as having a smaller psychological size compared to the preceptor. Residents perceived greater psychological distance in the relationship than did preceptors, and this distance was significantly related to both residents' satisfaction with particular preceptors and their perception of the preceptors' effectiveness. Conclusions  Psychological size and distance contribute to effective and satisfactory teaching. Investigating additional aspects of the teaching−learning relationship should help identify optimal educational conditions.