Modifying the Categorisation of Validated Criteria to Assess Teaching Performance in the Tutor-Led, Task Orientated Small Group

Abstract

The face validity of criteria of teaching competence, developed for the Leicester package for the assessment of teaching skills (L-PAST) for tutor-led, task orientated small group teaching, was established using the consensual judgement of a 50% sample (N=119) of medical members of the Association of University Departments of General Practice.1 Their views on the six categories and 39 components of competence contained in L-PAST were sought. There was a 69% response rate: 35 (90%) components were supported by 70% of respondents. The components which failed to reach the 70% approval threshold came predominantly from the category “structuring teaching”. Undergraduate and postgraduate student opinion was also sought on the suggested L-PAST categories and their component competencies. In general, students and teachers had similar views about the overall categories and components of teaching competence except one category (“monitoring the overall learning environment”) was rated significantly less important (p<0.001) by the students. The 35 validated components have been subsequently distributed into different categories derived from the functions of teaching relating to the phases of student learning. The rationale for the change is discussed.