What is it about?

We assess psychometric properties of a questionnaire that medical students use at Pontificia Universidad Católica de Chile to evaluate clinical teachers. The questionnaire was built based on the Stanford educational framework and has been used at the university and related clinical settings since 2004. Exploratory and Confirmatory factor analyses were performed, and the instrument was deemed useful and appropriate. Som practical implications and potential improvements are discussed.

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Why is it important?

There are just a few instruments in Spanish to evaluate medicine teachers. To the date, none specifically designed and used for clinical teaching setting by undergraduate students. Furthermore, even in English, there are not enough psychometric studies over the empirical use of these evaluations, and even less with longitudinal perspectives. The implementation of a well-known and extensively used educational framework based on theoretical knowledge and expert advice contribute to the measurement of key factors in medical formation.


The research behind this article has been done with up-to-date methods, and analyses usually not performed in practical research. The effort for rigorously undertaking the psychometric assessment with the most conservative methodological decisions following a continuous dialogue between conceptual and statistical criteria. I see it as a good example of psychometric assessment in practical settings. It could have been done better, as always, but compared to what is usually found on the field it shows a high standard and a close relationship between theoretical, methodological and practical aspects.

Manuel Torres-Sahli
Pontificia Universidad Catolica de Chile

Read the Original

This page is a summary of: Validation of a Spanish questionnaire for implementing the Stanford educational framework for evaluation of clinical teachers, Investigación en Educación Médica, July 2017, Elsevier, DOI: 10.1016/j.riem.2017.06.003.
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