Document Type : Original Article
Authors
1 Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
2 Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
3 Molecular Dermatology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
Abstract
BACKGROUND: Effective clinical teaching is crucially important for patient care in future. Therefore,
proper clinical training is essential to make physicians capable of delivering high‑quality health care.
MATERIALS AND METHODS: The present study was a cross‑sectional research. After translating
the questionnaire into Persian, it was distributed among medical students in the clinical years of
medical education in teaching hospitals affiliated to Ahvaz Jundishapur University of Medical Sciences
in 2018. The System for Evaluation of Teaching Qualities (SETQ) has 25 questions in a 6‑scale
Likert scale that evaluates clinical tutors in five dimensions of teaching and learning environment,
professional attitude toward students, transferring of goals, evaluation of students, feedback, and
promoting self‑directed learning. Instrument reliability was assessed by calculating the Cronbach’s
alpha coefficient, whereas questionnaire content validity was evaluated by relative content validity
ratio (CVR) and content validity index (CVI). To evaluate the structural validity, an exploratory factor
analysis was conducted.
RESULTS: The SETQ was completed by 127 medical students. Cronbach’s alpha coefficient of the
total questionnaire was estimated as 0.908. The factor analysis showed that the questionnaire was
composed of six factors, explaining 66.14% of the total variance. The CVI and CVR indices of the
individual items were also acceptable.
CONCLUSION: The findings of our study showed that the Persian version of SETQ questionnaire had
the acceptable reliability and validity to be used in assessing clinical tutors in different hospitals in Iran.
Keywords
- Vaughan B. Developing a clinical teaching quality questionnaire
for use in a university osteopathic pre-registration teaching
program. BMC Med Educ 2015;15:70.
2. Romig BD, Tucker AW, Hewitt AM, O’Sullivan Maillet J. The
Future of Clinical Education: Opportunities and Challenges from
Allied Health Deans’ Perspective. J Allied Health. 2017;46(1):43-55.
3. Sharifi B, Ghafarian Shirazi H, Momeninejad M, Saniee F,
Hashemi N, Jabarnejad A et al. A survey of the quality and
quantity of clinical education from the viewpoint of medical
students. Journal of Jahrom University of Medical Sciences
2012;10:57-64.
4. Saif A. Educational Measurement, Assessment and Evaluation.
5th ed. Tehran: Doran Publisher; 2008.
5. Kamali F, Yamani N, Changiz T. Investigating the faculty
evaluation system in Iranian Medical Universities. J Educ Health
Promot 2014;3:12.
6. Bastani P, Rouhollahi N, Tahernejad A. Validity and reliability of
teachers` evaluation questionnaires from students point of view
in Tehran University of Medical Sciences. 2015;3:7-14. - 7. Hekmat R, Salari S, Alamdaran SA. Reliability and validity of
residents’’ evaluation of the Mashhad university of medical
sciences faculty members, in different clinical and Para-Clinical
Groups. Med J Mashhad Univ Med Sci 2013;56:118-22.
8. Kamali F, Yamani N, Changiz T, Zoubin F. Factors influencing
the results of faculty evaluation in Isfahan University of Medical
Sciences. J Educ Health Promot 2018;7:13.
9. Schiekirka S, Reinhardt D, Heim S, Fabry G, Pukrop T, Anders S,
et al. Student perceptions of evaluation in undergraduate medical
education: A qualitative study from one medical school. BMC
Med Educ 2012;12:1-7.
10. Shakurnia AH, AliKarami M. A comparison between student
ratings and faculty self ratings at School of Pharmacy in AJUMS
in Iran. Educ Res 2011;2:1589-94.
11. Iran Far SH, Izadi B, Mansouri FA, Rezaee M. Teachers’ viewpoint
about the method of evaluation in Kermanshah University of
Medical Sciences. Iran J Educ Med Sci 2001;2:21-30.
12. Bastani P, Amini M, Taher Nejad K, Shaarbafchi Zadeh N. Faculty
members’ viewpoints about the present and the ideal teacher
evaluation system in Tehran University of Medical Sciences. J Adv
Med Educ Prof 2013;1:140-7.
13. Fluit CR, Bolhuis S, Grol R, Laan R, Wensing M. Assessing the
quality of clinical teachers: A systematic review of content and
quality of questionnaires for assessing clinical teachers. J Gen
Intern Med 2010;25:1337-45.
14. Mahdavi S, Zare S, Naeimi N. Comparison between student
evaluation and faculty self-evaluation of instructional
performance. Res Med Educ 2014;6:51-8.
15. Lombarts KM, Bucx MJ, Arah OA. Development of a system for
the evaluation of the teaching qualities of anesthesiology faculty.
Anesthesiology 2009;111:709-16.
16. van der Leeuw R, Lombarts K, Heineman MJ, Arah O. Systematic
evaluation of the teaching qualities of Obstetrics and Gynecology
faculty: Reliability and validity of the SETQ tools. PLoS One
2011;6:e19142.
17. Williams BC, Litzelman DK, Babbott SF, Lubitz RM, Hofer TP.
Validation of a global measure of faculty’s clinical teaching
performance. Acad Med 2002;77:177-80.
18. Al Ansari A, Strachan K, Hashim S, Otoom S. Analysis
of psychometric properties of the modified SETQ tool in
undergraduate medical education. BMC Med Educ 2017;17:56.
19. Adhami A, Haghdoost AA, Darvishmoqadam S, Shakibi MR,
Nouhi E. Determining valid criteria for evaluating clinical and
theoretical teaching of the faculty of Kerman University of Medical
Sciences. Iran J Med Educ 2001;2:18-23.
20. Parsa Yekta Z, Nasr-Abadi N. Evaluation and appraisal of the
academic assessment process in the national medical education
curriculum. Hayat 2004;10:40-51.
21. Dolmans DH, Wolfhagen HA, Essed GG, Scherpbier AJ,
Van Der Vleuten CP. Students’ perceptions of relationships
between some educational variables in the out-patient setting.
Med Educ 2002;36:735-41.
22. Parvizi MM, Amini M, Dehghani MR, Jafari P, Parvizi Z.
Psychometric properties of the Persian version of the Ambulatory
Care Learning Educational Environment Measure (ACLEEM)
questionnaire, Shiraz, Iran. Adv Med Educ Pract 2016;7:559-66.
23. Stalmeijer RE, Dolmans DH, Wolfhagen IH, Muijtjens AM,
Scherpbier AJ. The development of an instrument for evaluating
clinical teachers: Involving stakeholders to determine content
validity. Med Teach 2008;30:e272-7
)