Abstract
Background: Assessment of faculty teaching and clinical skills is often based on learners' ratings. It is not clear that differences between the constructs are detectable in the results. Purpose: The purpose is to examine relationships between (a) residents' ratings of faculty clinical excellence and teaching effectiveness and (b) track-related performance differences. Methods: There were 3,713 evaluations for 399 faculty provided by 436 different residents. Eight items assess teaching effectiveness (5-point scale); five items assess clinical excellence (dichotomous scale). Each scale included a global item. Results: Teaching effectiveness and clinical excellence ratings were correlated: .59 (p < .0001) for global scores and .55 (p < .0001) for scale scores. Teaching effectiveness ratings were not related to faculty track. Clinical excellence ratings showed differences of medium magnitude. Conclusions: The moderate correlations between teaching and clinical domain scores suggests more thought be given about how to use both types of data for identifying the lowest and highest performing faculty.
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