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Residents' ratings of clinical excellence and teaching effectiveness: is there a relationship?
Katherine S McOwen1, Lisa M Bellini, Judy A Shea
1Office of Evaluation and Assessment, Academic Programs Office, University of Pennsylvania, Philadelphia, Pennsylvania 19104-6021, USA.
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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