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Validating the modified System for Evaluation of Teaching Qualities: a teaching quality assessment instrument

Authors Al Ansari A, Arekat MR, Salem AH

Received 22 July 2018

Accepted for publication 30 October 2018

Published 30 November 2018 Volume 2018:9 Pages 881—886

DOI https://doi.org/10.2147/AMEP.S181094

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Colin Mak

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Ahmed Al Ansari,1–3 Mona R Arekat,4 Abdel Halim Salem5

1Medical Education, Training and Education Department, Bahrain Defense Force Hospital, Riffa, Kingdom of Bahrain; 2General Surgery and Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain; 3RCSI Bahrain, Manama, Kingdom of Bahrain; 4Internal Medicine Department, Arabian Gulf University, Manama, Kingdom of Bahrain; 5Anatomy Department, Arabian Gulf University, Manama, Kingdom of Bahrain

Construct: We assessed the validity of the modified System for Evaluation of Teaching Qualities (mSETQ) in evaluating clinical teachers in Bahrain.
Background: Clinical teacher assessment tools are essential for improving teaching quality. The mSETQ is a teaching quality measurement tool, and demonstrating the validity of this tool could provide a stronger evidence base for the utilization of this questionnaire for assessing medical teachers in Bahrain.
Approach: This study assessed the construct validity of this questionnaire in medical schools across Bahrain using 400 medical students and 149 clinical teachers. Data were analyzed using confirmatory factor analysis (CFA). The goodness-of-fit index (GFI), comparative fit index (CFI), root mean square residual, and standardized root mean square error of approximation (RMSEA) indices were used to evaluate the model fit. The internal consistency reliability was assessed using Cronbach’s alpha.
Results: The results of the CFA revealed an acceptable fit. All criteria for a good model fit were met except for the RMSEA fit index and the standardized root mean square residual (SRMR) value, which was very close to an acceptable value. Good overall reliability was found in the study (α=0.94).
Conclusion: The overall findings of this study provided some evidence supporting the reliability and validity of the mSETQ instrument.

Keywords: clinical teachers, student-centered learning, validity, teacher evaluation

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