Comparison of Resident and Medical Student Evaluation of Faculty Teaching

Recognizing and rewarding teaching faculty are increasingly important to medical schools and are often hampered by low perceived reliability and validity of measures of teaching ability. The purpose of this study was to cross-validate two independently generated measures of teaching from medical stu...

Full description

Saved in:
Bibliographic Details
Published in:Evaluation & the health professions 2001-03, Vol.24 (1), p.53-60
Main Authors: Williams, Brent C., Pillsbury, Matthew S., Stern, David T., Grum, Cyril M.
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Education
Faculty Development
Faculty, Medical - standards
Health technology assessment
Internal Medicine
Internship and Residency
Medical residencies
Medical schools
Polls & surveys
Students
Students, Medical
Surveys and Questionnaires
Teaching - standards
Teaching Skills
United States
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Recognizing and rewarding teaching faculty are increasingly important to medical schools and are often hampered by low perceived reliability and validity of measures of teaching ability. The purpose of this study was to cross-validate two independently generated measures of teaching from medical students and residents. A total of 2,318 medical student and 4,425 resident scores for single-item measures of teaching ability for 129 teaching faculty members of a department of internal medicine over a 6-year period were compared. Results showed that average teaching scores were higher for medical students than residents. Rank order of faculty were within 2 quintiles for the two groups for over 90% of faculty. Highly discordant evaluations were seen for only 8% of faculty. The authors conclude the general concordance of two independent measures of teaching ability adds evidence to the existing literature of the validity of single-item measures of teaching ability from two different types of learners.
ISSN:0163-2787
1552-3918
DOI:10.1177/01632780122034786