Resumen de Evaluación de docentes clínicos de Postgrado: desarrollo y propiedades psicométricas del instrumento MEDUC-PG14
Margarita Pizarro, Nancy Solís, Viviana Rojas, Luis Antonio Díaz P., Oslando Padilla Pérez, Luz M. Letelier, Andrés Aizman S., Alberto Sarfatis, Trinidad Olivos, Alejandro Soza, Alejandro Delfino, Gonzalo Latorre, Danisa Ivanovic-Zuvic, Trinidad Hoyl, Marcela Bitran, Juan Pablo Arab, Arnoldo Riquelme
Background: Feedback is one of the most important tools to improve teaching in medical education. Aim: To develop an instrument to assess the performance of clinical postgraduate teachers in medical specialties. Material and Methods: A qualitative methodology consisting in interviews and focus-groups followed by a quantitative methodology to generate consensus, was employed. After generating the instrument, psychometric tests were performed to assess the construct validity (factor analysis) and reliability (Cronbachs alpha). Results: Experts in medical education, teachers and residents of a medical school participated in interviews and focus groups. With this information, 26 categories (79 items) were proposed and reduced to 14 items (Likert scale 1-5) by an experts Delphi panel, generating the MEDUC-PG14 survey, which was answered by 123 residents from different programs of medical specialties. Construct validity was carried out. Factor analysis showed three domains: Teaching and evaluation, respectful behavior towards patients and health care team, and providing feedback. The global score was 4.46 ± 0.94 (89% of the maximum). One teachers strength, as evaluated by their residents was respectful behavior with 4.85 ± 0.42 (97% of the maximum). Providing feedback obtained 4.09 ± 1.0 points (81.8% of the maximum). MEDUC-PG14 survey had a Cronbachs alpha coefficient of 0.947. Conclusions: MEDUC-PG14 survey is a useful and reliable guide for teacher evaluation in medical specialty programs. Also provides feedback to improve educational skills of postgraduate clinical teachers.
