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)

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

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.

Developing a clinical teaching quality questionnaire for use in a university osteopathic pre-registration teaching program

  • B. Vaughan
  • Medicine, Psychology
    BMC medical education
  • 2015
A questionnaire to assess the quality of the clinical educators in the osteopathy program at Victoria University was developed and the five factors were labelled Learning Environment (Factor 1), Reflective Practice (Factor 2), Feedback (Factor 3), Patient Management (Factor 4) and Modelling (Factor 5).

Residents provide feedback to their clinical teachers: Reflection through dialogue

Key mechanism was creating a safe environment for residents to provide honest and constructive feedback, being part of the CanMEDS and ACGME competencies of medical education programmes.

Development and Validation of the Scan of Postgraduate Educational Environment Domains (SPEED): A Brief Instrument to Assess the Educational Environment in Postgraduate Medical Education

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

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

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

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.

References

SHOWING 1-10 OF 34 REFERENCES

Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers’ supervisory skills during clinical rotations

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

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

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

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?

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

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.

Evaluating the performance of inpatient attending physicians: a new instrument for today's teaching hospitals.

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.

High-quality learning for high-quality health care: getting it right.

There is little evidence that complying with duty hour requirements either increases sleep or improves the 3 aims of safety and well-being, and a systematic review examined interventions to reduce resident hours without other changes in the education and patient care system.

The CanMEDS initiative: implementing an outcomes-based framework of physician competencies

The lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada are described.

Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students?

The results suggest that the cognitive apprenticeship model is a useful model for teaching strategies in undergraduate clinical training and a valuable basis for evaluation, feedback, self-assessment and faculty development of clinical teachers.