Copeland H L, Hewson M G
Division of Education, The Cleveland Clinic Foundation, Ohio 44195, USA.
Acad Med. 2000 Feb;75(2):161-6. doi: 10.1097/00001888-200002000-00015.
Instruments that rate teaching effectiveness provide both positive and negative feedback to clinician-educators, helping them improve their teaching. The authors developed the Clinical Teaching Effectiveness Instrument, which was theory-based and generic across their entire academic medical center, The Cleveland Clinic Foundation. They tested it for reliability, validity, and usability.
In 1997, using an iterative qualitative development process involving key stakeholders, the authors developed an institution-wide instrument to routinely evaluate clinical faculty. The resulting instrument has 15 questions that use a five-point evaluation scale. The instrument, which was administered to medical students, residents, and fellows over a 20-month period, produced data that were rigorously tested for instrument characteristics, reliability, criterion-related and content validity, and usability.
This instrument, implemented in all departments across the institution, produced data on a total of 711 clinician-educators. Correlation coefficients among the items were high (.57 to .77). The scores were reliable (g coefficient of 0.935), and the instrument had both content and criterion-related validity.
The Cleveland Clinic's Clinical Teaching Effectiveness Instrument is reliable and valid, as well as usable. It can be used as an evaluation tool for a wide variety of clinical teaching settings.
评估教学效果的工具能为临床教育工作者提供正面和负面反馈，帮助他们改进教学。作者开发了临床教学效果评估工具，该工具基于理论且适用于整个学术医疗中心——克利夫兰诊所基金会。他们对其进行了可靠性、有效性和可用性测试。
1997年，作者采用涉及关键利益相关者的迭代定性开发过程，开发了一种全机构范围的工具，用于定期评估临床教员。最终的工具包含15个问题，采用五点评估量表。该工具在20个月的时间里应用于医学生、住院医师和研究员，所产生的数据针对工具特性、可靠性、标准关联效度、内容效度和可用性进行了严格测试。
该工具在机构内所有部门实施，共收集了711名临床教育工作者的数据。各项目之间的相关系数很高（0.57至0.77）。分数可靠（g系数为0.935），且该工具具有内容效度和标准关联效度。
克利夫兰诊所的临床教学效果评估工具可靠、有效且实用。它可作为各种临床教学环境的评估工具。
