Lombarts M J M H Kiki, Arah Onyebuchi A, Busch Olivier R C, Heineman Maas Jan
Academisch Medisch Centrum, Afd. Kwaliteit en Proces Innovatie, Amsterdam, The Netherlands.
Ned Tijdschr Geneeskd. 2010;154:A1222.
To determine (a) the feasibility of implementing a system for the evaluation of teaching qualities (SETQ) of faculty in an academic medical centre, (b) the psychometric qualities of the questionnaires that are used for the generation of feedback and (c) how residents evaluate the teaching qualities of faculty members and how faculty rated themselves.
Questionnaire study.
Residents evaluated the teaching qualities of faculty members and faculty also evaluated themselves. Specialty specific questionnaires were developed for both evaluations. The psychometric qualities of the questionnaires were determined by using exploratory factor analysis and by calculating the reliability coefficients of scale constructs and item-total correlation. Mean, median and range were calculated for all teaching aspects per training programme.
In the course of one year, 16 residency programmes in our academic medical centre implemented the SETQ system for the evaluation of teaching faculty. 398 faculty members and 314 residents were invited to (self-) evaluate; the response rates were 80.9% and 73.6% respectively. Residents conducted 2,520 evaluations in total. Factor analysis resulted in the definition of 5 teaching domains: 'learning climate', 'professional attitude towards residents', 'communication of learning goals', 'evaluation of residents' and 'feedback to residents'. Item-total correlation and reliability were high for both the residents' questionnaire and the self-evaluation questionnaire (Cronbach's alpha: > 0.70), except for the educational aspect 'learning climate' on the self-evaluation questionnaire (alpha: 0.67) Faculty members were rated positively, but the self-evaluation of faculty members was slightly less positive. For both groups 'professional attitude towards residents' was the highest scoring teaching domain and 'communication of learning goals' the lowest one.
Implementing a system for the evaluation of teaching qualities (SETQ) of faculty in an academic hospital was proven feasible. The psychometric qualities of the underlying instruments was sufficient to good. Teaching faculty were evaluated positively, although interdepartmental variations existed.
确定（a）在一所学术性医疗中心实施教师教学质量评估系统（SETQ）的可行性，（b）用于生成反馈的问卷的心理测量学特性，以及（c）住院医师如何评估教师的教学质量以及教师如何给自己评分。
问卷调查研究。
住院医师评估教师的教学质量，教师也进行自我评估。针对这两种评估都开发了特定专业的问卷。通过探索性因素分析以及计算量表结构的信度系数和项目 - 总分相关性来确定问卷的心理测量学特性。计算每个培训项目所有教学方面的均值、中位数和范围。
在一年的时间里，我们学术性医疗中心的16个住院医师培训项目实施了SETQ系统以评估教师。邀请了398名教师和314名住院医师进行（自我）评估；回复率分别为80.9%和73.6%。住院医师总共进行了2520次评估。因素分析得出了5个教学领域的定义：“学习氛围”、“对住院医师的专业态度”、“学习目标的沟通”、“对住院医师的评估”和“对住院医师的反馈”。住院医师问卷和自我评估问卷的项目 - 总分相关性和信度都很高（克朗巴哈系数：>0.70），除了自我评估问卷中“学习氛围”这一教育方面（系数：0.67）。教师得到的评价较高，但教师的自我评估略低。对于两组而言，“对住院医师的专业态度”是得分最高的教学领域，“学习目标的沟通”是得分最低的领域。
在学术医院实施教师教学质量评估系统（SETQ）被证明是可行的。基础工具的心理测量学特性足够良好。尽管存在部门间差异，但教师得到了积极的评价。
