Evaluation of teaching in a student-led clinic environment: Assessing the reliability of a questionnaire

Vaughan, B

Evaluation of teaching in a student-led clinic environment: Assessing the reliability of a questionnaire

Vaughan, B

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Publisher:: ELSEVIER SCI LTD
Publication Type:: Journal Article
Citation:: International Journal of Osteopathic Medicine, 2019, 31, pp. 28-35
Issue Date:: 2019-03-01

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Field	Value	Language
dc.contributor.author	Vaughan, B https://orcid.org/0000-0002-8623-4558
dc.date.accessioned	2022-09-26T04:31:45Z
dc.date.available	2022-09-26T04:31:45Z
dc.date.issued	2019-03-01
dc.identifier.citation	International Journal of Osteopathic Medicine, 2019, 31, pp. 28-35
dc.identifier.issn	1746-0689
dc.identifier.issn	1878-0164
dc.identifier.uri	http://hdl.handle.net/10453/162083
dc.description.abstract	Introduction: The Osteopathy Clinical Teaching Questionnaire (OCTQ) has been designed to evaluate the quality of clinical teaching in osteopathy student-led clinics. Previous research has provided evidence for the scoring, generalisation and implications components of the validity argument for the OCTQ. The aim of the present study was to assess the reliability of the OCTQ providing further evidence for the validity argument. Method: Senior students in the final years of two Australian osteopathy programs completed the OCTQ for each clinical educator with whom they had worked with during a semester. Generalisability analysis, test-retest reliability and internal structure estimation were used to investigate the reliability. Results: Each of the forty-one clinical educators received an average of 5.97 evaluations resulting in a G-coefficient of 0.63. D-studies demonstrated eight evaluations are required for a coefficient of 0.7 and fourteen for a coefficient of 0.8. Test-retest reliability demonstrated substantial to almost perfect agreement for all but one OCTQ item. Internal structure estimations using Cronbach's alpha and McDonald's omega were both 0.93. Conclusion: The results suggest that the OCTQ is a reliable tool to provide feedback to clinical educators, and potentially, used to inform decisions to reward clinical educators for their performance.
dc.language	English
dc.publisher	ELSEVIER SCI LTD
dc.relation.ispartof	International Journal of Osteopathic Medicine
dc.relation.isbasedon	10.1016/j.ijosm.2018.11.001
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1104 Complementary and Alternative Medicine
dc.subject.classification	Orthopedics
dc.title	Evaluation of teaching in a student-led clinic environment: Assessing the reliability of a questionnaire
dc.type	Journal Article
utslib.citation.volume	31
utslib.for	1104 Complementary and Alternative Medicine
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-26T04:31:43Z
pubs.publication-status	Published
pubs.volume	31

Abstract:

Introduction: The Osteopathy Clinical Teaching Questionnaire (OCTQ) has been designed to evaluate the quality of clinical teaching in osteopathy student-led clinics. Previous research has provided evidence for the scoring, generalisation and implications components of the validity argument for the OCTQ. The aim of the present study was to assess the reliability of the OCTQ providing further evidence for the validity argument. Method: Senior students in the final years of two Australian osteopathy programs completed the OCTQ for each clinical educator with whom they had worked with during a semester. Generalisability analysis, test-retest reliability and internal structure estimation were used to investigate the reliability. Results: Each of the forty-one clinical educators received an average of 5.97 evaluations resulting in a G-coefficient of 0.63. D-studies demonstrated eight evaluations are required for a coefficient of 0.7 and fourteen for a coefficient of 0.8. Test-retest reliability demonstrated substantial to almost perfect agreement for all but one OCTQ item. Internal structure estimations using Cronbach's alpha and McDonald's omega were both 0.93. Conclusion: The results suggest that the OCTQ is a reliable tool to provide feedback to clinical educators, and potentially, used to inform decisions to reward clinical educators for their performance.

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http://hdl.handle.net/10453/162083