The effectiveness of clinical teaching: a model for self-evaluation

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Student ratings are the primary method for evaluating teacher effectiveness.
• While important, student ratings alone may not fully capture a teacher's effectiveness.
• Peer and self-evaluations are essential complements for a comprehensive assessment.

Purpose of the Study:

• To present a model for self-evaluation of clinical teaching.
• To adapt Jacobson's model of instruction evaluation for clinical teaching contexts.
• To provide a structured approach for enhancing clinical teacher effectiveness.

Main Methods:

• The study adapts Jacobson's model of instruction evaluation.
• The proposed model consists of three distinct phases: pre-active, interactive, and post-active.
• A checklist for self-evaluation of clinical teaching is provided as a practical tool.

Main Results:

• The pre-active phase involves setting and communicating objectives before clinical practice.
• The interactive phase focuses on the teaching process in the clinical area and student-teacher interaction.
• The post-active phase assesses the achievement of desired outcomes through grading and feedback.

Conclusions:

• A structured, multi-step self-evaluation model can enhance clinical teaching effectiveness.
• Integrating self-evaluation with student and peer feedback offers a more robust assessment.
• The proposed model provides a framework for continuous improvement in clinical teaching practices.