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The Maastricht Clinical Teaching Questionnaire (MCTQ) as a Valid and Reliable Instrument for the Evaluation of Clinical Teachers.

Authors: Renée E. Stalmeijer, Diana H.J.M. Dolmans, Ineke H. A. P. Wolfhagen Arno M. M. Muijtjen, and Albert J. J. A. Scherpbier.
Acad Med 2010;85:1732-8

In this article Renée Stalmeijer and collaborators present the MCTQ as a valid and reliable instrument to assess clinical teachers’ performance at the workplace.

They also present a model (“cognitive apprenticeship”) that links together several teaching methods of clinical teaching.

The process starts with modeling by a teacher who explicitly demonstrates a task. In the next step (coaching), the teacher observes students performing a task and gives them feedback according to the level of the student (scaffolding). The teacher should encourage articulation (stimulating students to externalize knowledge and skills), reflection (which helps them become aware of their strengths and weaknesses), and exploration (which helps them reach autonomy to formulate and pursue their own personal learning goals).

The questionnaire items, that students scored according to a Likert scale, assessed every one of these steps. Generalizability studies indicated that 7 to 10 student ratings can produce reliable ratings of individual teachers. The items are listed at the end of the article.

You can download the article at no cost by clicking here.

I have no financial interests on this recommendation. (GP)

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