A validated Arabic version of the clinical learning evaluation questionnaire for medical students and interns

The Clinical Learning Evaluation Questionnaire (CLEQ) is a comprehensive and reliable tool designed to systematically assess the quality and effectiveness of clinical learning environments, which are essential for undergraduate medical education. This study aims to translate, culturally adapt, and validate the CLEQ into Arabic (A-CLEQ) to enhance undergraduate clinical education in Arabic-speaking settings.

A cross-sectional study using an anonymous, online, self-administered questionnaire was conducted between July and September 2025 in four randomly selected Arab countries (Egypt, Jordan, Yemen, and Iraq). The CLEQ was translated into Arabic through a combination of forward and backward translation. The internal consistency was calculated using Cronbach's alpha. The content validity was determined through a review by experts. An exploratory factor analysis (EFA) was performed to discover the factor structure, followed by confirmatory factor analysis (CFA) to validate the model. Convergent and discriminant validity were checked using the average variance extracted and factor correlations.

A total of 500 participants were included. Cronbach's alpha of the A-CLEQ was 0.92, indicating excellent reliability. The content validity index (CVI) for the items ranged from 0.83 to 1.0. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy for factor analysis was 0.90, and Bartlett's test of sphericity was significant (P < .0001). EFA supported a three-factor structure of the A-CLEQ, accounting for 60.6% of the variance (Cases, Motivation to learn, and Supervision & Organization factors). The correlations between A-CLEQ domains were < 0.70, ascertaining discriminant validity. CFA model fit indices indicated good fit, with a Comparative Fit Index (CFI) of 0.94 and a Goodness-of-Fit Index (GFI) exceeding 0.90.

The 18-item A-CLEQ demonstrates strong psychometric properties, including good reliability and validity, making it a suitable tool for assessing the clinical learning environment among clinical-year medical students and interns in Arabic-speaking populations.