Dataset Information

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

ABSTRACT:

Purpose

The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.

Methods

The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis.

Results

The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation.

Conclusion

The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

SUBMITTER: Wormley ME

PROVIDER: S-EPMC5676018 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Publications

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

Wormley Michelle E ME Romney Wendy W Greer Anna E AE

Journal of educational evaluation for health professions 20170629

<h4>Purpose</h4>The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy.<h4>Methods</h4>The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the ...[more]

PMID: 28669146

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Project description:AIMS: Evaluation of the effectiveness of clinical teaching is an important contribution for the quality control of medical teaching. This should be evaluated using a reliable instrument in order to be able to both gauge the status quo and the effects of instruction. In the Stanford Faculty Development Program (SFDP), seven categories have proven to be appropriate: Establishing the Learning Climate, Controlling a Teaching Session, Communication of Goals, Encouraging Understanding and Retention, Evaluation, Feedback and Self-directed Learning. Since 1998, the SFDP26 questionnaire has established itself as an evaluation tool in English speaking countries. To date there is no equivalent German-language questionnaire available which evaluates the overall effectiveness of teaching. QUESTION: Development and theoretical testing of a German-language version of SFDP26 (SFDP26-German),Check the correlation of subscale of SFDPGerman against overall effectiveness of teaching. METHODS: 19 anaesthetists (7 female, 12 male) from the University of Lübeck were evaluated at the end of a teaching seminar on emergency medical care using SFDP-German. The sample consisted of 173 medical students (119 female (68.8%) and 54 male (31.2%), mostly from the fifth semester (6.6%) and sixth semester (80.3%). The mean age of the students was 23±3 years. RESULTS: The discriminatory power of all items ranged between good and excellent (r(it)=0.48-0.75). All subscales displayed good internal consistency (α=0.69-0.92) and significant positive inter-scale correlations (r=0.40-0.70). The subscales and "overall effectiveness of teaching" showed significant correlation, with the highest correlation for the subscale "communication of goals (p< 0.001; r = 0.61). CONCLUSION: The analysis of SFDP26-German confirms high internal consistency. Future research should investigate the effectiveness of the individual categories on the overall effectiveness of teaching and validate according to external criteria.

Project description:BackgroundClinical teaching evaluations are common in health profession education programs to ensure students are receiving a quality clinical education experience. Questionnaires students use to evaluate their clinical teachers have been developed in professions such as medicine and nursing. The development of a questionnaire that is specifically for the osteopathy on-campus, student-led clinic environment is warranted. Previous work developed the 30-item Osteopathy Clinical Teaching Questionnaire. The current study utilised Rasch analysis to investigate the construct validity of the Osteopathy Clinical Teaching Questionnaire and provide evidence for the validity argument through fit to the Rasch model.MethodsSenior osteopathy students at four institutions in Australia, New Zealand and the United Kingdom rated their clinical teachers using the Osteopathy Clinical Teaching Questionnaire. Three hundred and ninety-nine valid responses were received and the data were evaluated for fit to the Rasch model. Reliability estimations (Cronbach's alpha and McDonald's omega) were also evaluated for the final model.ResultsThe initial analysis demonstrated the data did not fit the Rasch model. Accordingly, modifications to the questionnaire were made including removing items, removing person responses, and rescoring one item. The final model contained 12 items and fit to the Rasch model was adequate. Support for unidimensionality was demonstrated through both the Principal Components Analysis/t-test, and the Cronbach's alpha and McDonald's omega reliability estimates. Analysis of the questionnaire using McDonald's omega hierarchical supported a general factor (quality of clinical teaching in osteopathy).ConclusionThe evidence for unidimensionality and the presence of a general factor support the calculation of a total score for the questionnaire as a sufficient statistic. Further work is now required to investigate the reliability of the 12-item Osteopathy Clinical Teaching Questionnaire to provide evidence for the validity argument.

Dataset Information

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

Purpose

Methods

Results

Conclusion

Publications

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

Similar Datasets

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