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

• Published in: Medical teacher Vol. 34; no. 11; pp. 893 - 901
• Main Authors: Fluit, Cornelia, Bolhuis, Sanneke, Grol, Richard, Ham, Marieke, Feskens, Remco, Laan, Roland, Wensing, Michel
• Format: Journal Article
• Language: English
• Published: England Informa UK, Ltd 01.11.2012; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic disciplines; Adult; Clinical education; Clinical Teaching (Health Professions); College students; Content Validity; Delphi Technique; Employee Performance Appraisal - methods; Faculty, Medical - organization & administration; Feedback; Female; Focus Groups; Health education; Humans; Learning; Male; Medical Education; Postgraduate medical education; Reproducibility of Results; Teachers; Teaching - organization & administration; Teaching Skills; Validity; Workplace; Workplace Learning
• ISSN: 0142-159X; 1466-187X
• DOI: 10.3109/0142159X.2012.699114

Background: Providing clinical teachers in postgraduate medical education with feedback about their teaching skills is a powerful tool to improve clinical teaching. A systematic review showed that available instruments do not comprehensively cover all domains of clinical teaching. We developed and empirically test a comprehensive instrument for assessing clinical teachers in the setting of workplace learning and linked to the CanMEDS roles. Methods: In a Delphi study, the content validity of a preliminary instrument with 88 items was studied, leading to the construction of the EFFECT (evaluation and feedback for effective clinical teaching) instrument. The response process was explored in a pilot test and focus group research with 18 residents of 6 different disciplines. A confirmatory factor analyses (CFA) and reliability analyses were performed on 407 evaluations of 117 supervisors, collected in 3 medical disciplines (paediatrics, pulmonary diseases and surgery) of 6 departments in 4 different hospitals. Results: CFA yielded an 11 factor model with a good to excellent fit and internal consistencies ranged from 0.740 to 0.940 per domain; 7 items could be deleted. Conclusion: The model of workplace learning showed to be a useful framework for developing EFFECT, which incorporates the CanMEDS competencies and proved to be valid and reliable.