Hamdy H, Williams R, Tekian A, Benjamin S, El-Shazali H, Bandaranayake R
College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain.
Educ Health (Abingdon). 2001;14(2):267-76. doi: 10.1080/13576280110051064.
At the College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain, a system has been introduced in which clerkship students evaluate clinical faculty using Visual Indicators of Teaching and Learning Success (VITALS).
To describe the use of VITALS in reporting student feedback on teaching and learning effectiveness of clinical faculty in the clerkship.
Descriptive study.
A total of 210 clerkship students evaluated 76 clinical tutors over a period of 3 years. Feedback was also obtained from seven programme managers and one supportive staff member.
Nine indicators of effective clinical teaching were identified through a literature search. Students individually reported on clinical faculty teaching capabilities using a 5-point, Likert-type scale. Cumulative reports of students' feedback on clinical faculty teaching were prepared using opposing bar graphs, reflecting perceived areas of strength or weakness in each teacher's performance.
A total of 1450 evaluation forms were completed by 180 of 210 students (85.7%). VITALS graph representations of students' perceptions of clinical tutors were communicated to each clinical tutor at the end of each clerkship and academic year. Twenty-one students out of 53 who gave written comments were related to VITALS. They reflected a positive view of VITALS as a process or tool of faculty evaluation. Clinical faculty (18), programme managers(7) and supporting staff (1) gave comments indicating acceptance of the system.
This preliminary study suggests that VITALS could be an effective tool for improving clinical teaching. It is acceptable to students, faculty and managers of educational programmes. The database reflecting their teaching and educational profiles were used to provide clinical faculty with constructive feedback.
在巴林阿拉伯海湾大学医学院和医学科学学院，引入了一种系统，即临床实习学生使用教学与学习成功视觉指标（VITALS）对临床教师进行评估。
描述VITALS在报告学生对临床实习中临床教师教学与学习效果的反馈方面的应用。
描述性研究。
在3年时间里，共有210名临床实习学生对76名临床导师进行了评估。还从7名项目管理人员和1名支持人员那里获得了反馈。
通过文献检索确定了9项有效的临床教学指标。学生使用5点李克特量表分别报告临床教师的教学能力。使用对比条形图编制学生对临床教师教学反馈的累积报告，反映每位教师表现中被感知到的优势或劣势领域。
210名学生中的180名（85.7%）完成了总共1450份评估表。在每次临床实习结束时和学年末，向每位临床导师传达了学生对临床导师看法的VITALS图表表示。在给出书面评论的53名学生中，有21名与VITALS有关。他们对VITALS作为教师评估的一个过程或工具持积极看法。临床教师（18名）、项目管理人员（7名）和支持人员（1名）给出的评论表明他们接受该系统。
这项初步研究表明，VITALS可能是改进临床教学的有效工具。它为学生、教师和教育项目管理人员所接受。反映他们教学和教育概况的数据库被用于为临床教师提供建设性反馈。
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