التفاصيل البيبلوغرافية
| العنوان: |
How Reliable Are Assessments of Clinical Teaching? |
| المؤلفون: |
Beckman, Thomas J., Ghosh, Amit K., Cook, David A., Erwin, Patricia J., Mandrekar, Jayawant N. |
| المصدر: |
JGIM: Journal of General Internal Medicine; Sep2004, Vol. 19 Issue 9, p971-977, 7p |
| مصطلحات موضوعية: |
MEDICAL care, LEARNING, PSYCHOLOGICAL feedback, TEACHING, EVALUATION, HEALTH facilities |
| مستخلص: |
Learner feedback is the primary method for evaluating clinical faculty, despite few existing standards for measuring learner assessments. To review the published literature on instruments for evaluating clinical teachers and to summarize themes that will aid in developing universally appealing tools. Searching 5 electronic databases revealed over 330 articles. Excluded were reviews, editorials, and qualitative studies. Twenty-one articles describing instruments designed for evaluating clinical faculty by learners were found. Three investigators studied these papers and tabulated characteristics of the learning environments and validation methods. Salient themes among the evaluation studies were determined. Many studies combined evaluations from both outpatient and inpatient settings and some authors combined evaluations from different learner levels. Wide ranges in numbers of teachers, evaluators, evaluations, and scale items were observed. The most frequently encountered statistical methods were factor analysis and determining internal consistency reliability with Cronbach's α. Less common methods were the use of test-retest reliability, interrater reliability, and convergent validity between validated instruments. Fourteen domains of teaching were identified and the most frequently studied domains were interpersonal and clinical-teaching skills. Characteristics of teacher evaluations vary between educational settings and between different learner levels, indicating that future studies should utilize more narrowly defined study populations. A variety of validation methods including temporal stability, interrater reliability, and convergent validity should be considered. Finally, existing data support the validation of instruments comprised solely of interpersonal and clinical-teaching domains. J GEN INTERN MED 2004;19:971– 977. [ABSTRACT FROM AUTHOR] |
|
Copyright of JGIM: Journal of General Internal Medicine is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
Full Text Finder