James Paul A, Kreiter Clarence D, Shipengrover Judith, Crosson Jesse
Department of Family Medicine, University of Iowa, Iowa City 52242-1097, USA.
Fam Med. 2002 Apr;34(4):268-73.
Instructional quality in ambulatory settings may vary. The MedEd IQ is an instrument that measures unique aspects of the clinical instructional process. This study assesses the construct and factorial validity of the MedEd IQ.
First-year students (n = 764) in Introduction to Clinical Medicine courses and third-year students (n = 711) in family medicine clerkships evaluated 249 clinical teaching sites affiliated with two medical schools, using MedEd IQ questionnaires at the conclusion of clinical training (1996-2000). Factor structures were identified and relationally defined through exploratory and confirmatory factor analytic techniques, and a measurement model for assessing instructional quality was refined.
Four unique factors were identified that contribute to instructional quality: preceptor activities, learning environment, learner involvement, and learning opportunities. Of 33 items within the instrument, 22 were retained in the final structural model. Two indices of fit, a comparativefit index of .935, and a root mean square error of approximation of .063 indicated close agreement between the defined model and the observed relationships between items.
The MedEd IQ measures four factors important to ambulatory medical education and provides a basis for a new measurement approach to assessing instructional quality.
门诊环境中的教学质量可能存在差异。医学教育智商（MedEd IQ）是一种衡量临床教学过程独特方面的工具。本研究评估了MedEd IQ的结构效度和因子效度。
临床医学导论课程的一年级学生（n = 764）和家庭医学实习的三年级学生（n = 711）在临床培训结束时（1996 - 2000年）使用MedEd IQ问卷对两所医学院附属的249个临床教学点进行了评估。通过探索性和验证性因子分析技术确定因子结构并进行关系定义，完善了评估教学质量的测量模型。
确定了四个有助于教学质量的独特因素：带教老师活动、学习环境、学习者参与度和学习机会。该工具中的33个项目中，22个被保留在最终结构模型中。两个拟合指标，比较拟合指数为0.935，近似均方根误差为0.063，表明定义模型与项目间观察到的关系之间具有高度一致性。
MedEd IQ衡量了对门诊医学教育重要的四个因素，并为评估教学质量的新测量方法提供了基础。
