Abstract
The Marburg questionnaire for the evaluation of teaching in medical education consists of six items measuring the process and six items measuring the structure of quality assurance. Students compare different classes using defined quality criteria. A total of 597 students filled in the questionnaire at the end of the term. Psychometric analyses reveal a three-factor solution explaining 62 % of the total variance. All the process items and three structure items load on the first factor. This demonstrates that the students do not discriminate between the hypothesized quality criteria. We recommend to incorporate all the process items and three of the structure items into one scale measuring overall quality of teaching, and, additionally, to use the remaining structural items as descriptors of specific aspects of teaching. A value of Cronbach's α = .90 demonstrates satisfying internal consistency of the 9-item-scale.
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