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Rev Med Chil. 2015 Aug;143(8):1005-14. doi: 10.4067/S0034-98872015000800007.

[Development of MEDUC-PG14 survey to assess postgraduate teaching in medical specialties].

[Article in Spanish]

Abstract

BACKGROUND:

Feedback is one of the most important tools to improve teaching in medical education.

AIM:

To develop an instrument to assess the performance of clinical postgraduate teachers in medical specialties.

MATERIAL AND METHODS:

A qualitative methodology consisting in interviews and focus-groups followed by a quantitative methodology to generate consensus, was employed. After generating the instrument, psychometric tests were performed to assess the construct validity (factor analysis) and reliability (Cronbach’s alpha).

RESULTS:

Experts in medical education, teachers and residents of a medical school participated in interviews and focus groups. With this information, 26 categories (79 items) were proposed and reduced to 14 items (Likert scale 1-5) by an expert’s Delphi panel, generating the MEDUC-PG14 survey, which was answered by 123 residents from different programs of medical specialties. Construct validity was carried out. Factor analysis showed three domains: Teaching and evaluation, respectful behavior towards patients and health care team, and providing feedback. The global score was 4.46 ± 0.94 (89% of the maximum). One teachers’ strength, as evaluated by their residents was “respectful behavior” with 4.85 ± 0.42 (97% of the maximum). “Providing feedback” obtained 4.09 ± 1.0 points (81.8% of the maximum). MEDUC-PG14 survey had a Cronbach’s alpha coefficient of 0.947.

CONCLUSIONS:

MEDUC-PG14 survey is a useful and reliable guide for teacher evaluation in medical specialty programs. Also provides feedback to improve educational skills of postgraduate clinical teachers.

PMID:
26436929
DOI:
10.4067/S0034-98872015000800007
[Indexed for MEDLINE]
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