Department of Obstetrics and Gynecology, Faculty of Medicine, University of Calgary, Calgary, AB T2N 4N2, Canada.
Med Teach. 2011;33(6):e290-6. doi: 10.3109/0142159X.2011.565825.
Assessment of clinical teaching by learners is of value to teachers, department heads, and program directors, and must be comprehensive and feasible.
To review published evaluation instruments with psychometric evaluations and to develop and psychometrically evaluate an instrument for assessing clinical teaching with linkages to the CanMEDS roles.
We developed a 19-item questionnaire to reflect 10 domains relevant to teaching and the CanMEDS roles. A total of 317 medical learners assessed 170 instructors. Fourteen (4.4 %) clinical clerks, 229 (72.3%) residents, and 53 (16.7%) fellows assessed 170 instructors. Twenty-one (6.6%) did not specify their position.
A mean number of eight raters assessed each instructor. The internal consistency reliability of the 19-item instrument was Cronbach's α = 0.95. The generalizability coefficient (Ep(2)) analysis indicated that the raters achieved Ep(2) of 0.95. The factor analysis showed three factors that accounted for 67.97% of the total variance. The three factors together, with the variance accounted for and their internal consistency reliability, are teaching skills (variance = 53.25s%; Cronbach's α = 0.92), Patient interaction (variance = 8.56%; Cronbach's α = 0.91), and professionalism (variance = 6.16%; Cronbach's α = 0.86). The three factors are intercorrelated (correlations = 0.48, 0.58, 0.46; p < 0.01).
It is feasible to assess clinical teaching with the 19-item instrument that has demonstrated evidence of both validity and reliability.
学习者对临床教学的评估对教师、系主任和项目主任都具有价值，必须全面且可行。
综述具有心理测量学评估的已发表评估工具，并制定和心理测量评估与加拿大医学教育多维基准（CanMEDS）角色相联系的临床教学评估工具。
我们开发了一个包含 10 个与教学和 CanMEDS 角色相关的领域的 19 项问卷。共有 317 名医学学习者评估了 170 名教师。14 名（4.4%）临床住院医师、229 名（72.3%）住院医师和 53 名（16.7%）研究员评估了 170 名教师。21 名（6.6%）未指定其职位。
平均每位教师有 8 名评分者进行评估。19 项工具的内部一致性信度为 Cronbach's α=0.95。广义系数（Ep(2)）分析表明，评分者的 Ep(2)达到 0.95。因子分析显示有三个因素可解释总方差的 67.97%。这三个因素以及所占的方差和内部一致性信度，共同构成了教学技能（方差=53.25s%；Cronbach's α=0.92）、医患互动（方差=8.56%；Cronbach's α=0.91）和职业精神（方差=6.16%；Cronbach's α=0.86）。这三个因素相互关联（相关系数=0.48、0.58、0.46；p<0.01）。
使用具有效度和信度证据的 19 项工具评估临床教学是可行的。
