Evaluation and feedback for effective clinical teaching in postgraduate medical education: Validation of an assessment instrument incorporating the CanMEDS roles

@article{Fluit2012EvaluationAF,
  title={Evaluation and feedback for effective clinical teaching in postgraduate medical education: Validation of an assessment instrument incorporating the CanMEDS roles},
  author={Cornelia R M G Fluit and Sanneke M Bolhuis and Richard Grol and Marieke Ham and Remco Feskens and Roland Laan and Michel Wensing},
  journal={Medical Teacher},
  year={2012},
  volume={34},
  pages={893 - 901}
}
BACKGROUND Providing clinical teachers in postgraduate medical education with feedback about their teaching skills is a powerful tool to improve clinical teaching. [] Key Method The response process was explored in a pilot test and focus group research with 18 residents of 6 different disciplines.
Assessment of the Clinical Trainer as a Role Model: A Role Model Apperception Tool (RoMAT)
TLDR
The RoMAT proved to be a valid, reliable instrument for assessing clinical trainers’ role-modeling behavior, demonstrating that competence in the “3Hs” is a condition for positive role modeling.
Validation of the EFFECT questionnaire for competence-based clinical teaching in residency training in Lithuania.
“When in Doubt, Ask the Patient”: A Quantitative, Patient-Oriented Approach to Formative Assessment of CanMEDS Roles
TLDR
The findings lend support to the movement to integrate self-assessment and patient feedback in formal evaluations for the purpose of enriched learner experiences and improved patient outcomes by providing validity evidence for the Ottawa CanMEDS Competency Assessment Tool.
Development and Validation of the Scan of Postgraduate Educational Environment Domains (SPEED): A Brief Instrument to Assess the Educational Environment in Postgraduate Medical Education
TLDR
A brief instrument that, based on a solid theoretical framework for educational environments, solicits resident feedback to screen the postgraduate medical educational environment quality, which comprehensively covers the three educational environment domains defined in the theoretical framework.
Assessment for Medical students’ perception on feedback at department of surgery, School of Medicine and Dentistry in Korle-Bu Teaching Hospital
TLDR
From this study, feedback was observed to be very beneficial, but trainees do not really benefit from the feedback given by their lecturers, because the manner in which it is given does not promote effective teaching and does not also promote learning and students acquisition of skills on the ward during clinical rotation of trainees.
Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting
TLDR
Perceptions of the quality of feedback received differed across disciplines and the majority of registrars agreed that consultants required training in providing feedback effectively, and that more formalised processes need to be implemented.
Designing faculty development to support the evaluation of resident competency in the intrinsic CanMEDS roles: practical outcomes of an assessment of program director needs
TLDR
Findings indicated faculty members need faculty development and shared point of care resources to support them with how to not only evaluate, but also teach, the intrinsic roles.
Understanding resident ratings of teaching in the workplace: a multi-centre study
TLDR
Clinical teachers and residents agree on strong and weak points of clinical teaching, and resident evaluations of clinical teachers are influenced by teacher’s gender, year of residency training, type of hospital, and to a lesser extent teachers’ gender.
...
...

References

SHOWING 1-10 OF 33 REFERENCES
Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers’ supervisory skills during clinical rotations
TLDR
The Maastricht Clinical Teaching Questionnaire appears to be a valid and reliable instrument to evaluate clinical teachers’ performance during short rotations in veterinary education.
Assessing the Quality of Clinical Teachers
TLDR
The content, validity, and aims of questionnaires used to assess clinical teachers, using MEDLINE, EMBASE, PsycINFO and ERIC from 1976 up to March 2010 are systematically reviewed.
The Maastricht Clinical Teaching Questionnaire (MCTQ) as a Valid and Reliable Instrument for the Evaluation of Clinical Teachers
TLDR
The MCTQ is a valid and reliable evaluation instrument, thereby demonstrating the usefulness of the cognitive apprenticeship concept for clinical teaching during clerkships and highlighting modeling, coaching, and stimulating students' articulation and exploration as crucial to effective teaching at the clinical workplace.
The development of an instrument for evaluating clinical teachers: involving stakeholders to determine content validity
TLDR
The cognitive apprenticeship model appears to offer a useful framework for the development of an evaluation instrument aimed at providing feedback to individual clinical teachers on the quality of student supervision, and further studies in larger populations will have to establish the instrument's statistical validity and generalizability.
How reliable are assessments of clinical teaching?
TLDR
Characteristics of teacher evaluations vary between educational settings and between different learner levels, indicating that future studies should utilize more narrowly defined study populations.
Psychometric properties of an instrument to measure the clinical learning environment
TLDR
This paper sets out to validate the 3 subscales and test the reliability of the PHEEM for both clerks (clinical medical students) and registrars (specialists in training) in this paper.
How reliable are assessments of clinical teaching? A review of the published instruments.
TLDR
Characteristics of teacher evaluations vary between educational settings and between different learner levels, indicating that future studies should utilize more narrowly defined study populations.
Workplace-based assessment as an educational tool: AMEE Guide No. 31
TLDR
There is a need for formative assessment which offers trainees the opportunity for feedback and the critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.
Introducing competency-based postgraduate medical education in the Netherlands
TLDR
The Dutch Advisory Board for Postgraduate Curriculum Development shares some of their experiences with guiding the design of specialist training programs, based on the Canadian Medical Educational Directives for Specialists (CanMEDS).
Evaluating the performance of inpatient attending physicians: a new instrument for today's teaching hospitals.
TLDR
A new instrument to evaluate attending physicians on medical inpatient services and tested its reliability and validity provides a reliable and valid method to evaluate the performance of inpatient teaching attending physicians.
...
...