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The design and testing of an instrument to assess the teaching attributes of trainee doctors
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Haider, Sonia Ijaz (2012) The design and testing of an instrument to assess the teaching attributes of trainee doctors. PhD thesis, University of Warwick.
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WRAP_THESIS_Haider_2012.pdf - Submitted Version Embargoed item. Restricted access to Repository staff only Download (2886Kb) |
Official URL: http://webcat.warwick.ac.uk/record=b2680806~S1
Abstract
Background:
In the UK specialty trainees are a major source of clinical teaching for junior doctors.
Medical education and teaching skills are core competencies included in the generic
curriculum for specialist training. Hence, there is a need for a validated assessment
instrument that can measure the attributes of specialty trainees as effective teachers,
leading to the research question; Is it possible to devise an instrument to measure the
teaching ability of specialty trainee doctors?
Methods:
The study was conducted in two phases. In the first phase, the content of the instrument
was generated from the literature and tested using the Delphi technique. This was
followed by pilot testing the instrument. In the second phase, the instrument was field
tested for validity and reliability by conducting factor analysis, Cronbach alpha and
Generalizability coefficient. The instrument was also tested for feasibility by calculating
the time taken to complete the instrument. Acceptability and educational impact were
determined by qualitative analysis of written feedback from participants. The attributes of
specialty trainees were assessed by clinical supervisors, peers and students.
Results:
The Delphi study produced a consensus on 15 statements for the final draft of the
instrument. This draft was piloted and finalised using feedback from that pilot.
The instrument was field tested. In the field study a total of 340 instruments were
completed. The instrument exhibited internal consistency (Cronbach’s alpha 0.90) and
the Generalizability coefficient was 0.92. Factor analysis demonstrated a three factor
solution (learning-teaching milieu, teaching skills and learner-orientated). The mean time
to complete the instrument was five minutes. Feedback from participants indicated that it
was an acceptable method of assessment, and trainees also found it useful for improving
their teaching performance. Discussion:
Findings from the present study suggest that this instrument demonstrates robust validity
and reliability. It is feasible to use it in a busy clinical setting. It is acceptable by
stakeholders which indicate that it can be used for assessment of teaching in clinical
settings. Further specialty trainees found it useful, thereby indicating a positive
educational impact.
Conclusion:
This new instrument, specifically designed to test the teaching attributes of doctors-intraining,
can be useful for providing formative and summative assessment of clinical
teaching.
Item Type: | Thesis (PhD) | ||||
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Subjects: | R Medicine > R Medicine (General) | ||||
Library of Congress Subject Headings (LCSH): | Physicians -- Training of -- Great Britain, Medical education -- Great Britain, Teacher effectiveness -- Research | ||||
Official Date: | September 2012 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Warwick Medical School | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Johnson, N. (Neil) | ||||
Sponsors: | University of Warwick | ||||
Extent: | xvi, 256 leaves : charts. | ||||
Language: | eng |
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