Abstract
BackgroundTools for the evaluation, improvement and promotion of the teaching excellence of faculty remain elusive in residency settings. This study investigates (i) the reliability and validity of the data yielded by using two new instruments for evaluating the teaching qualities of medical faculty, (ii) the instruments' potential for differentiating between faculty, and (iii) the number of residents' evaluations needed per faculty to reliably use the instruments.Methods and MaterialsMulticenter cross-sectional survey among 546 residents and 629 medical faculty representing 29 medical (non-surgical) specialty training programs in the Netherlands. Two instruments—one completed by residents and one by faculty—for measuring teaching qualities of faculty were developed. Statistical analyses included factor analysis, reliability and validity exploration using standard psychometric methods, calculation of the numbers of residents' evaluations needed per faculty to achieve reliable assessments and variance components and threshold analyses.ResultsA total of 403 (73.8%) residents completed 3575 evaluations of 570 medical faculty while 494 (78.5%) faculty self-evaluated. In both instruments five composite-scales of faculty teaching qualities were detected with high internal consistency and reliability: learning climate (Cronbach's alpha of 0.85 for residents' instrument, 0.71 for self-evaluation instrument, professional attitude and behavior (0.84/0.75), communication of goals (0.90/0.84), evaluation of residents (0.91/0.81), and feedback (0.91/0.85). Faculty tended to evaluate themselves higher than did the residents. Up to a third of the total variance in various teaching qualities can be attributed to between-faculty differences. Some seven residents' evaluations per faculty are needed for assessments to attain a reliability level of 0.90.ConclusionsThe instruments for evaluating teaching qualities of medical faculty appear to yield reliable and valid data. They are feasible for use in medical residencies, can detect between-faculty differences and supply potentially useful information for improving graduate medical education.
Highlights
The instruments for evaluating teaching qualities of medical faculty appear to yield reliable and valid data. They are feasible for use in medical residencies, can detect between-faculty differences and supply potentially useful information for improving graduate medical education
The quality of current and future health care delivery is mainly dependent on the quality of graduate medical education (GME) [1,2,3,4]
In order to help fill the gap on reliable and valid instruments for faculty’s teaching qualities embedded in an appropriate system of feedback, support and learning, we developed a new system, named System for Evaluation of Teaching Qualities, or SETQ, to support both residents’ and self-evaluation of medical faculty
Summary
The quality of current and future health care delivery is mainly dependent on the quality of graduate medical education (GME) [1,2,3,4]. General Medical Council (GMC) and the Dutch Central College of Medical Specialists (CCMS) involved in GME in Northern America and Europe have published their directives, position papers or recommendations for educational reform [5,6,7,8,9,10]. These reform proposals all stress the explicit (expanded) responsibilities of program leaders for the oversight of their teaching programs’ quality, including faculty performance. This study investigates (i) the reliability and validity of the data yielded by using two new instruments for evaluating the teaching qualities of medical faculty, (ii) the instruments’ potential for differentiating between faculty, and (iii) the number of residents’ evaluations needed per faculty to reliably use the instruments
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