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Primary care education: measuring instruction to improve quality
Paul A James1, Judith A Shipengrover, Jesse Crosson
1Department of Family Medicine, University of Iowa Carver College of Medicine, Iowa City, Iowa 52242, USA. paul-james@uiowa.edu
Academic Medicine : Journal of the Association of American Medical Colleges
|September 14, 2002
Summary
A new tool effectively measures medical education quality at outpatient training sites. This validated instrument uses feedback from first- and third-year medical students.
Area of Science:
- Medical Education
- Clinical Training Quality Assessment
Background:
- Assessing the quality of medical education is crucial for training competent physicians.
- Ambulatory training sites are essential components of clinical medical education.
- Existing methods for evaluating instructional quality in ambulatory settings may be limited.
Purpose of the Study:
- To describe a validated instrument designed to measure instructional quality.
- To assess the utility of this instrument in evaluating ambulatory training sites.
- To gather student perspectives on the quality of their ambulatory training experiences.
Main Methods:
- Development and validation of an instrument to measure instructional quality.
- Data collection using responses from first- and third-year medical students.
- Analysis of student feedback to evaluate ambulatory training sites.
Main Results:
- The instrument was validated for measuring instructional quality.
- Student responses provided insights into the quality of ambulatory training.
- The study successfully used the instrument to assess training sites.
Conclusions:
- A validated instrument can effectively measure instructional quality in ambulatory settings.
- Student feedback is valuable for assessing the quality of clinical training.
- This instrument can inform improvements in medical education at training sites.