University of Ottawa, Ottawa, Canada.
Med Teach. 2010;32(2):e96-100. doi: 10.3109/01421590903202496.
Evaluation of faculty teaching is critical to improving the educational experience for both students and faculty.
Our objectives were to implement an evaluation system, using the teaching encounter card, across multiple rotations in the clerkship and determine the feasibility, reliability and validity of this evaluation tool in this expanded setting.
Students were asked to rate clinical supervisors on nine teaching behaviours using a 6-point rating scale and asked whether they would like to nominate the teacher for a clinical teaching award.
A total of 3971 cards for 587 clinical supervisors across seven clerkship rotations were analyzed. There was an average of 7.3 cards per supervisor (median = 5, range 2-66). There was high internal consistency between items on the card (Cronbach's alpha 0.965). The reliability was fair at 0.63. Seventeen cards per supervisor would be required to achieve a reliability >0.8 (G study). Ratings were higher for encounters that occurred in the operating room and within the anaesthesia rotation. The teachers who had a positive recommendation for teaching award nomination received higher scores than their colleagues.
We successfully implemented a faculty evaluation card across clerkship rotations that was flexible enough to use in multiple learning environments and allowed the identification of outstanding clinical teachers.
评估教师教学对于提高学生和教师的教育体验至关重要。
我们的目标是在实习的多个轮转中实施教学接触卡评估系统，并确定该评估工具在这种扩展环境下的可行性、可靠性和有效性。
学生被要求使用 6 分制对 9 种教学行为对临床导师进行评分，并询问他们是否愿意提名该教师获得临床教学奖。
共分析了 7 个实习轮转中 587 名临床导师的 3971 张卡片。每位导师平均有 7.3 张卡片（中位数为 5，范围为 2-66）。卡片上的项目之间具有高度的内部一致性（Cronbach's alpha 为 0.965）。可靠性为 0.63，属于中等水平。要达到>0.8（G 研究）的可靠性，每位导师需要 17 张卡片。在手术室和麻醉轮转中进行的接触评分更高。获得教学奖提名的正面推荐的教师的评分高于其同事。
我们成功地在实习轮转中实施了教师评估卡，该评估卡足够灵活，可以在多种学习环境中使用，并能够识别出色的临床教师。
