Evaluating the veterinary clinical teacher

Abstract

Introduction Providing clinical teachers with student feedback is an important part of faculty development. The current literature provides a range of instruments developed to generate student rating feedback. However, these instruments often lack a theoretical framework and evidence concerning their effects on teaching behaviour is scarce. This PhD-thesis focuses on three main research questions: What is the validity evidence for the Maastricht Clinical Teaching Questionnaire (MCTQ) in a veterinary curriculum? How to facilitate feedback from the MCTQ to enhance critical reflection? What is the effect of facilitated feedback on the staff’s clinical teaching performance? Methods The MCTQ, based on the cognitive apprenticeship model provided the basis for four empirical studies. Two studies used confirmatory factor analysis, a generalizability study and multilevel analysis to explore the validity and reliability of the MCTQ in a veterinary curriculum. One qualitative study investigated whether discussing the MCTQ feedback in a peer reflection meeting led to critical reflections and improvement plans. A final study investigated if providing facilitated feedback had a positive effect on teachers’ MCTQ scores. Results The first two studies showed that the MCTQ was valid and that 6-8 responses were needed for reliable outcomes. Multilevel analyses showed that significant amounts of variance in student ratings were due to between-teacher differences and that the effects of teacher and student characteristics were mostly non–significant. The third study demonstrated that a feedback facilitation strategy with a group reflection meeting led to the formulation of critical reflections and plans for improvement. The last study demonstrated that providing facilitated MCTQ feedback has a positive effect on the MCTQ scores of teachers who scored relatively low before the intervention. Discussion and Conclusion The MCTQ is a valid and reliable instrument for the evaluation of veterinary clinical teachers. Providing facilitated feedback, especially using group reflection meetings, lead to critical reflections and plans for action. These findings are in line with earlier studies demonstrating that peer coaching enhances reflection on teaching. Finally, it can be concluded that feedback has a positive impact on teaching performance, especially for those teachers who scored relatively low, from the student’s perspective. Further research is needed to investigate whether these interventions have lasting effects on teaching performance.