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Med Teach. 2011;33(6):e290-6. doi: 10.3109/0142159X.2011.565825.

The development of an instrument to assess clinical teaching with linkage to CanMEDS roles: A psychometric analysis.

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1
Department of Obstetrics and Gynecology, Faculty of Medicine, University of Calgary, Calgary, AB T2N 4N2, Canada. jill.nation@albertahealthservices.ca

Abstract

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 (Ep(2)) analysis indicated that the raters achieved Ep(2) 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.

PMID:
21609164
DOI:
10.3109/0142159X.2011.565825
[Indexed for MEDLINE]
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