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Title: The design and testing of an instrument to assess the teaching attributes of trainee doctors
Author: Haider, Sonia Ijaz
ISNI:       0000 0004 2748 7410
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2012
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Background: In the UK specialty trainees are a major source of clinical teaching for junior doctors. Medical education and teaching skills are core competencies included in the generic curriculum for specialist training. Hence, there is a need for a validated assessment instrument that can measure the attributes of specialty trainees as effective teachers, leading to the research question; Is it possible to devise an instrument to measure the teaching ability of specialty trainee doctors? Methods: The study was conducted in two phases. In the first phase, the content of the instrument was generated from the literature and tested using the Delphi technique. This was followed by pilot testing the instrument. In the second phase, the instrument was field tested for validity and reliability by conducting factor analysis, Cronbach alpha and Generalizability coefficient. The instrument was also tested for feasibility by calculating the time taken to complete the instrument. Acceptability and educational impact were determined by qualitative analysis of written feedback from participants. The attributes of specialty trainees were assessed by clinical supervisors, peers and students. Results: The Delphi study produced a consensus on 15 statements for the final draft of the instrument. This draft was piloted and finalised using feedback from that pilot. The instrument was field tested. In the field study a total of 340 instruments were completed. The instrument exhibited internal consistency (Cronbach’s alpha 0.90) and the Generalizability coefficient was 0.92. Factor analysis demonstrated a three factor solution (learning-teaching milieu, teaching skills and learner-orientated). The mean time to complete the instrument was five minutes. Feedback from participants indicated that it was an acceptable method of assessment, and trainees also found it useful for improving their teaching performance. Discussion: Findings from the present study suggest that this instrument demonstrates robust validity and reliability. It is feasible to use it in a busy clinical setting. It is acceptable by stakeholders which indicate that it can be used for assessment of teaching in clinical settings. Further specialty trainees found it useful, thereby indicating a positive educational impact. Conclusion: This new instrument, specifically designed to test the teaching attributes of doctors-intraining, can be useful for providing formative and summative assessment of clinical teaching.
Supervisor: Not available Sponsor: University of Warwick
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: R Medicine (General)