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The clinical teaching preference questionnaire (CTPQ): an exploratory factor analysis
Brett Williams1, Lisa McKenna, Jill French
1Monash University, Department of Community Emergency Health and Paramedic Practice, PO Box 527, Frankston 3199, Victoria, Australia. brett.williams@monash.edu
Background:
Peer assisted learning is growing internationally as a beneficial pedagogical strategy in health care and tertiary education. Therefore having instruments such as the Clinical Teaching Preference Questionnaire (CTPQ) with strong measurement properties to use in educational research is vital.
Objectives:
To investigate the factor structure of the CTPQ when completed by a group of respondents from a large Australian university.
Methods:
Data from the CTPQ completed by first year undergraduate nurses were analysed with a factor analysis using a Principal Axis Factoring (PAF) with Oblique Oblimin rotation.
Findings:
A total of (n=265) first year undergraduate nursing students participated in the study. The vast majority of the participants were female 89% (n=236) and aged between 17 and 21 years of age 74% (n=197). Factor analysis of the 10 items revealed two factors with eigenvalues above 1, accounting for 68.3% of the total variance. Items with loadings greater than ± .30, with the factor in question, were used to characterise the factor solutions.
Conclusions:
Findings from the exploratory factor analysis provide preliminary results that the CTPQ has adequate construct validity and reliability. This offers those involved in peer-assisted teaching and learning with a practical and usable instrument.
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