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Reliability of the clinical teaching effectiveness instrument
H H van der Hem-Stokroos1, C P M van der Vleuten, H E M Daelmans
1Department of Surgery, Vrije Universiteit Medical Centre, Amsterdam, the Netherlands. hh.vdhem@vumc.nl
Medical Education
|September 10, 2005
Summary
The Clinical Teaching Effectiveness Instrument (CTEI) is reliable for assessing clinical teaching quality in European undergraduate medical education. It effectively evaluates teaching at both individual and group levels with feasible sample sizes.
Area of Science:
- Medical Education Research
- Health Professions Education
Background:
- The Clinical Teaching Effectiveness Instrument (CTEI) was developed to assess clinical teaching quality.
- Previous studies supported its content and criterion validity and reported favorable reliability.
- This study evaluated the CTEI's validity and reliability in a European context.
Purpose of the Study:
- To test the validity and reliability of the CTEI in a European setting.
- To investigate the CTEI's reliability for evaluating clinical teaching quality at the group level, not just the individual teacher level.
Main Methods:
- Surgical clerkship students completed questionnaires on student-teacher encounters.
- Variance components were calculated using the urgenova program.
- Standard error of estimate and root mean square error were used for individual and group score interpretation, respectively.
Main Results:
- No statistical differences in scores between staff and residents.
- Rater variance was the largest component.
- Reliability > 0.80 for individual scores required 7+ ratings; reliable group-level outcomes needed 15+ educators with one rater each.
Conclusions:
- The CTEI demonstrates reliability and validity in European undergraduate medical education.
- Feasible sample sizes allow for reliable assessment of individual teaching quality.
- The CTEI is suitable for measuring clinical teaching quality at the group level.
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