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Teaching effectiveness of surgeons

R Cohen1, H MacRae, C Jamieson

  • 1Department of Surgery, University of Toronto, Ontario, Canada.

American Journal of Surgery
|June 1, 1996
PubMed
Summary
This summary is machine-generated.

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Clinical teaching evaluation scores (TES) were stable for most surgeons over nine years. While age didn't impact scores, many saw a decrease after academic promotion.

Area of Science:

  • Medical Education
  • Surgical Training
  • Academic Medicine

Background:

  • Effective clinical teaching evaluation is crucial for faculty feedback and academic advancement.
  • Reliable and valid assessment data support promotion and tenure decisions in medical settings.

Purpose of the Study:

  • To assess the long-term stability of Teaching Effectiveness Scores (TES) for surgeons.
  • To analyze the correlation between TES, surgeon age, and changes following academic promotion.

Main Methods:

  • Continuous evaluation of 43 surgeons over a 9-year period.
  • Analysis of 3,750 individual teaching evaluations.
  • Statistical examination of score stability, age correlation, and post-promotion score changes.

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Main Results:

  • High intraclass correlation (0.65) indicated reliable evaluation system.
  • Mean TES remained stable over the 9-year study period.
  • Most "good" and "average" surgeons maintained ratings; "poor" performers improved.
  • Surgeon age did not correlate with TES; however, scores often decreased post-promotion.

Conclusions:

  • A reliable system for evaluating surgical teaching effectiveness was established.
  • Teaching scores demonstrate stability for proficient educators over time.
  • Lower-performing educators showed improvement, while promotion impacted scores negatively for many.