TY - JOUR
T1 - The development of an instrument to assess clinical teaching with linkage to CanMEDS roles
T2 - A psychometric analysis
AU - Nation, Jill G.
AU - Carmichael, Elizabeth
AU - Fidler, Herta
AU - Violato, Claudio
N1 - Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2011/6
Y1 - 2011/6
N2 - Background: Assessment of clinical teaching by learners is of value to teachers, department heads, and program directors, and must be comprehensive and feasible.Aims: To review published evaluation instruments with psychometric evaluations and to develop and psychometrically evaluate an instrument for assessing clinical teaching with linkages to the CanMEDS roles.Method: We developed a 19-item questionnaire to reflect 10 domains relevant to teaching and the CanMEDS roles. A total of 317 medical learners assessed 170 instructors. Fourteen (4.4 %) clinical clerks, 229 (72.3%) residents, and 53 (16.7%) fellows assessed 170 instructors. Twenty-one (6.6%) did not specify their position.Results: A mean number of eight raters assessed each instructor. The internal consistency reliability of the 19-item instrument was Cronbach's α=0.95. The generalizability coefficient (Ep2) analysis indicated that the raters achieved Ep2 of 0.95. The factor analysis showed three factors that accounted for 67.97% of the total variance. The three factors together, with the variance accounted for and their internal consistency reliability, are teaching skills (variance=53.25s%; Cronbach's α=0.92), Patient interaction (variance=8.56%; Cronbach's α=0.91), and professionalism (variance=6.16%; Cronbach's α=0.86). The three factors are intercorrelated (correlations=0.48, 0.58, 0.46; p<0.01).Conclusion: It is feasible to assess clinical teaching with the 19-item instrument that has demonstrated evidence of both validity and reliability.
AB - Background: Assessment of clinical teaching by learners is of value to teachers, department heads, and program directors, and must be comprehensive and feasible.Aims: To review published evaluation instruments with psychometric evaluations and to develop and psychometrically evaluate an instrument for assessing clinical teaching with linkages to the CanMEDS roles.Method: We developed a 19-item questionnaire to reflect 10 domains relevant to teaching and the CanMEDS roles. A total of 317 medical learners assessed 170 instructors. Fourteen (4.4 %) clinical clerks, 229 (72.3%) residents, and 53 (16.7%) fellows assessed 170 instructors. Twenty-one (6.6%) did not specify their position.Results: A mean number of eight raters assessed each instructor. The internal consistency reliability of the 19-item instrument was Cronbach's α=0.95. The generalizability coefficient (Ep2) analysis indicated that the raters achieved Ep2 of 0.95. The factor analysis showed three factors that accounted for 67.97% of the total variance. The three factors together, with the variance accounted for and their internal consistency reliability, are teaching skills (variance=53.25s%; Cronbach's α=0.92), Patient interaction (variance=8.56%; Cronbach's α=0.91), and professionalism (variance=6.16%; Cronbach's α=0.86). The three factors are intercorrelated (correlations=0.48, 0.58, 0.46; p<0.01).Conclusion: It is feasible to assess clinical teaching with the 19-item instrument that has demonstrated evidence of both validity and reliability.
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U2 - 10.3109/0142159X.2011.565825
DO - 10.3109/0142159X.2011.565825
M3 - Article
C2 - 21609164
AN - SCOPUS:79957607059
SN - 0142-159X
VL - 33
SP - e290-e296
JO - Medical Teacher
JF - Medical Teacher
IS - 6
ER -