Factorial Validity of a Clinical Teaching Scale

Abstract

In professional education, there is continuing interest in the use of student evaluations of instructional effectiveness. The intent of this study was to describe the dimensions of effective teaching behavior in a clinical setting and to determine the factorial validity of a scale used to assess clinical teaching behaviors. Medical students in their third year of training responded to a 40-item questionnaire in reference to their recently completed clinical experiences. Their responses were subjected to alpha factor analysis. Results indicated that the dimensionality of clinical teaching could be reduced and described in terms useful for specification of teaching competencies about which inservice education for clinical teachers could be designed.