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Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: How much 'teacher' is in student ratings?

机译：用马斯特里赫特临床教学问卷评估临床教师：学生评分中有多少“教师”？

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摘要

Background: Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and student characteristics not directly related to teaching performance. Aim: The authors examined the occurrence of such effects, using multilevel analysis to analyse data from the Maastricht clinical teaching questionnaire (MCTQ), a validated evaluation instrument, in a veterinary curriculum. Methods: The 15-item MCTQ covers five domains. The authors used multilevel analysis to divide the variance in the domain scores in components related to, respectively, teachers and students. They estimated subsequent models to explore how the MCTQ scores are dependent on teacher and student characteristics. Results: Significant amounts of variance in student ratings were due to between-teacher differences, particularly for learning climate, modelling and coaching. The effects of teacher and student characteristics were mostly non-significant or small. Conclusion: Large portions of variance in MCTQ scores were due to differences between teachers, while the contribution of student and teacher characteristics was negligible. The results support the validity of student ratings obtained with the MCTQ for evaluating teacher performance.
机译：背景：学生是评估临床教师表现的流行数据来源。获得学生评估的工具必须具有有效的证明。有效性经常暴露不足的一个方面是学生之间差异以及老师和学生特征与教学表现没有直接关系的可能性。目的：作者在兽医课程中，使用多级分析来分析来自经过验证的评估工具马斯特里赫特临床教学问卷（MCTQ）的数据，研究了这种影响的发生。方法：15个项目的MCTQ涵盖五个领域。作者使用多级分析将领域分数的方差划分为分别与教师和学生有关的组件。他们估算了后续模型，以探索MCTQ分数如何取决于教师和学生的特征。结果：学生评分的显着差异是由于教师之间的差异，特别是在学习氛围，建模和辅导方面。师生特征的影响大多不显着或很小。结论：MCTQ分数的很大一部分差异是由于教师之间的差异，而学生和教师特征的贡献可忽略不计。结果证明了通过MCTQ获得的学生评分在评估教师表现方面的有效性。

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