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Using a Valid and Reliable Measure to Assess Clinical Instructor Self-perception of Teaching Behaviors

Wormley, Michelle E., PT, PhD, CLT; Romney, Wendy, PT, DPT, NCS; Schweizer, Kristin, PT, DPT; Fein, Beverly, PT, EdD; LaFay, Vicki, PT, DPT; Martin, Rebecca, PT, DPT; Greer, Anna E., PhD, CEHS

Journal of Physical Therapy Education: December 2018 - Volume 32 - Issue 4 - p 344–354
doi: 10.1097/JTE.0000000000000063
Research Report

Introduction. The purpose of this study was to 1) use the Clinical Teaching Effectiveness Questionnaire (CTEQ) to determine the self-perception of clinical teaching effectiveness (CTE) with a current sample of clinical instructors (CIs) and 2) determine if a relationship exists between CI characteristics and self-perceived ratings.

Methods. A cross-sectional study was completed with a convenience sample of 194 physical therapists who served as CIs for 2 universities in the Northeast. Participants completed demographic data and the 30-item CTEQ, a valid and reliable tool, consisting of 4 sections with 8 subscales. Data were reported descriptively, and Mann–Whitney U tests were completed to determine significant relationships between CI characteristics and the CTEQ subscales.

Results. Overall, CIs agreed they were effective clinical teachers. Analysis revealed significant differences in scoring on the subscales of the CTEQ based on curricular model of the program from which the CI graduated, American Physical Therapy Association (APTA) membership, number of students supervised, APTA Advanced CI Credentialing, experience in a teaching role, highest degree earned, and Center Coordinator of Clinical Education role.

Discussion and Conclusion. The CTEQ provides a preliminary valid measure for assessing CTE in physical therapy practice. Multiple factors were discovered to have an influence on CI's self-perception of clinical teaching using the CTEQ. Notably, the long-term impact of problem-based learning curricula were associated with identification of student learning domains and total score on the CTEQ, adding new information regarding curricular influence on CIs' self-perception of CTE. The CTEQ can be used by academic programs and clinical sites to develop strategies to better prepare CIs delivery of high-quality clinical education experiences.

Michelle E. Wormley is an Assistant Professor in the Department of Physical Therapy and Human Movement Science at the Sacred Heart University, 5151 Park Avenue Fairfield, Fairfield, CT 06825 (wormleym@sacredheart.edu). Please address all correspondence to Michelle E. Wormley.

Wendy Romney is the Clinical Assistant Professor in the Department of Physical Therapy at the Sacred Heart University.

Kristin Schweizer is the Clinical Assistant Professor in the Department of Physical Therapy at the Sacred Heart University.

Beverly Fein is the Associate Professor and Director of Clinical Education in the Department of Physical Therapy at the Sacred Heart University.

Vicki LaFay is the Clinical Assistant Professor in the Department of Physical Therapy at the Clarkson University.

Rebecca Martin is the Clinical Assistant Professor in the Department of Physical Therapy at the Clarkson University.

Anna E. Greer is the Associate Professor and Director of Master of Public Health in the Department of Physical Therapy at the Sacred Heart University.

The authors declare no conflicts of interest.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.aptaeducation.org).

Received January 08, 2018

Accepted May 16, 2018

Copyright 2018 Education Section, APTA
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