...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Developing a clinical teaching quality questionnaire for use in a university osteopathic pre-registration teaching program
【24h】

Developing a clinical teaching quality questionnaire for use in a university osteopathic pre-registration teaching program

机译：制定临床教学质量调查表，以用于大学骨病预注册教学计划

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background Clinical education is an important component of many health professional training programs. There is a range of questionnaires to assess the quality of the clinical educator however none are in student-led clinic environments. The present study developed a questionnaire to assess the quality of the clinical educators in the osteopathy program at Victoria University. Methods A systematic search of the literature was used to identify questionnaires that evaluated the quality of clinical teaching. Eighty-three items were extracted and reviewed for their appropriateness to include in a questionnaire by students, clinical educators and academics. A fifty-six item questionnaire was then trialled with osteopathy students. A variety of statistics were used to determine the number of factors to extract. Exploratory factor analysis (EFA) was used to investigate the factor structure. Results The number of factors to extract was calculated to be between 3 and 6. Review of the factor structures suggested the most appropriate fit was four and five factors. The EFA of the four-factor solution collapsed into three factors. The five-factor solution demonstrated the most stable structure. Internal consistency of the five-factor solution was greater than 0.70. Conclusions The five factors were labelled Learning Environment (Factor 1), Reflective Practice (Factor 2), Feedback (Factor 3) and Patient Management (Factor 4) and Modelling (Factor 5). Further research is now required to continue investigating the construct validity and reliability of the questionnaire.
机译：背景技术临床教育是许多卫生专业培训计划的重要组成部分。有一系列调查表可以评估临床教育工作者的素质，但是在以学生为主导的诊所环境中却没有。本研究开发了一份问卷，以评估维多利亚大学整骨疗法项目中临床教育工作者的素质。方法：系统检索文献，以鉴定可评估临床教学质量的问卷。提取了83项内容并进行了适当性审查，以包括在学生，临床教育者和学者的问卷中。然后对患有骨病的学生试用了五十六项问卷。使用各种统计数据来确定要提取的因子数量。探索性因子分析（EFA）用于研究因子结构。结果计算得出的要提取的因子数目在3到6之间。对因子结构的审查表明，最合适的拟合因子是4和5个因子。四因素解决方案的EFA分解为三个因素。五因素解决方案显示出最稳定的结构。五因素解决方案的内部一致性大于0.70。结论这五个因素分别标记为学习环境（因素1），反思性实践（因素2），反馈（因素3）和患者管理（因素4）和建模（因素5）。现在需要进一步研究以继续调查问卷的结构有效性和可靠性。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号