Understanding resident ratings of teaching in the workplace: a multi-centre study

Abstract

Providing clinical teachers with feedback about their teaching skills is a powerful tool to improve teaching. Evaluations are mostly based on questionnaires completed by residents. We investigated to what extent characteristics of residents, clinical teachers, and the clinical environment influenced these evaluations, and the relation between residents' scores and their teachers' self-scores. The evaluation and feedback for effective clinical teaching questionnaire (EFFECT) was used to (self)assess clinical teachers from 12 disciplines (15 departments, four hospitals). Items were scored on a five-point Likert scale. Main outcome measures were residents' mean overall scores (MOSs), specific scale scores (MSSs), and clinical teachers' self-evaluation scores. Multilevel regression analysis was used to identify predictors. Residents' scores and self-evaluations were compared. Residents filled in 1,013 questionnaires, evaluating 230 clinical teachers. We received 160 self-evaluations. 'Planning Teaching' and 'Personal Support' (4.52, SD .61 and 4.53, SD .59) were rated highest, 'Feedback Content' (CanMEDS related) (4.12, SD .71) was rated lowest. Teachers in affiliated hospitals showed highest MOS and MSS. Medical specialty did not influence MOS. Female clinical teachers were rated higher for most MSS, achieving statistical significance. Residents in year 1-2 were most positive about their teachers. Residents' gender did not affect the mean scores, except for role modeling. At group level, self-evaluations and residents' ratings correlated highly (Kendall's τ 0.859). 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. Clinical teachers and residents agree on strong and weak points of clinical teaching.

Exploring the measurement properties of the osteopathy clinical teaching questionnaire using Rasch analysis

“…Responses were anonymous – neither the student nor clinical teacher being rated were identified. The student was asked to indicate their gender and the gender of the clinical teacher being rated as previous research has identified that student and teacher gender can influence responses to clinical teaching questionnaire items [ 24 ]. The institution where the questionnaire was completed was also noted.…”

The Association Between Pediatric Faculty Factors and Resident Physician Ratings of Teaching Effectiveness

“…[26][27][28] Previous studies on teaching effectiveness have demonstrated mixed results on the impact of faculty gender. 13,29 Our study suggests that in pediatrics, gender bias may not be an important factor in teaching effectiveness ratings. 13 While unclear, we suspect this difference may be due to the higher percentages of female faculty and residents in pediatrics, compared with most other specialties.…”

Los atributos de un tutor clínico de excelencia: una revisión sistemática

“…Dentro de la dimensión genérica, las características actitudinales fueron las más mencionadas. El respeto se destaca como un atributo fundamental de las características de actitud, mencionado en 6 de los 12 estudios [9][10][11][12][13][14][15] . Las descripciones que se catalogaron dentro del atributo respeto son, por mencionar algunas, tratar a los residentes por igual 9 , respeto por las limitaciones de los estudiantes sin ser peyorativo 12 y tratar a los pacientes con respeto 13 .…”

“…El respeto se destaca como un atributo fundamental de las características de actitud, mencionado en 6 de los 12 estudios [9][10][11][12][13][14][15] . Las descripciones que se catalogaron dentro del atributo respeto son, por mencionar algunas, tratar a los residentes por igual 9 , respeto por las limitaciones de los estudiantes sin ser peyorativo 12 y tratar a los pacientes con respeto 13 . Otro atributo que se considera importante es que los estudiantes pueden identificar en su tutor clínico un "modelo a seguir", mencionado en 5 de 12 estudios 10,11,[13][14][15][16] , esto es, observar características que vale la pena imitar 10,11,13 , y que representan un ejemplo de desempeño para los estudiantes como futuros médicos 13 .…”