Table 2.
Characteristics of composite scales and items, with internal consistency reliability coefficient and corrected item-total correlation
| Factor loading on primary scale | Internal consistency reliability cronbach’s α a | Corrected item total correlation b | ||||
|---|---|---|---|---|---|---|
| Nr | Scale and items | Student’s evaluation | Student’s evaluation | Clinical tutors evaluation | Student’s evaluation |
Clinical tutor self-evaluation |
| Teaching & Learning environment | 0.95 | 0.88 | ||||
| TL1 Encourages students to participate actively in discussions | 0.674 | 0.847 | 0.831 | |||
| TL2 Stimulates students to bring up problems | 0.654 | 0.873 | 0.676 | |||
| TL3 Keeps to teaching goals; avoids digressions | 0.653 | 0.850 | 0.710 | |||
| TL4 Prepares well for teaching presentations and talks | 0.600 | 0.874 | 0.829 | |||
| TL5 Teaches on ward rounds, at clinics, and operating room | 0.569 | 0.845 | 0.745 | |||
| TL6 Covering all the topics which are in the curriculum | 0.494 | 0.859 | 0.554 | |||
| Professional attitude towards Students | 0.94 | 0.91 | ||||
| P1 Listens attentively to students | 0.713 | 0.847 | 0.833 | |||
| P2 Is respectful towards students | 0.790 | 0.770 | 0.848 | |||
| P3 Is available regularly for the students | 0.699 | 0.827 | 0.689 | |||
| P4 Is easily approachable for discussions | 0.771 | 0.815 | 0.825 | |||
| Communication of Goals | 0.97 | 0.81 | ||||
| C1 States learning goals clearly | 0.697 | 0.886 | 0.721 | |||
| C2 Prioritizes learning goals and topics | 0.675 | 0.886 | 0.671 | |||
| C3 Debriefing the learning goals periodically | 0.689 | 0.882 | 0.594 | |||
| Communication of Goals | 0.96 | 0.91 | ||||
| E1 Evaluates student’s specialty knowledge regularly | 0.653 | 0.886 | 0.879 | |||
| E2 Evaluates student’s analytical abilities regularly | 0.676 | 0.880 | 0.699 | |||
| E3 Evaluates student’s application of knowledge to specific patients | 0.657 | 0.876 | 0.813 | |||
| E4 Evaluates student’s medical skills regularly | 0.554 | 0.868 | 0.758 | |||
| E5 Evaluates student’s, communication, and professionalism during patient encounter | 0.497 | 0.876 | 0.734 | |||
| Feedback | 0.96 | 0.84 | ||||
| F1 Regularly gives constructive feedbacks to students | 0.648 | 0.891 | 0.726 | |||
| F2 Explains why students are incorrect | 0.609 | 0.884 | 0.655 | |||
| F3 Offers suggestions for improvement | 0.663 | 0.890 | 0.652 | |||
| F4 Gives students chance to reflect on the feedback | 0.650 | 0.881 | 0.674 | |||
| Promoting self-directed learning | 0.96 | 0.88 | ||||
| PS1 Motivates students to study further and deeper in the topic | 0.671 | 0.878 | 0.787 | |||
| PS2 Stimulates students to keep up with the literature | 0.651 | 0.875 | 0.772 | |||
| PS3 Motivates students to learn independently | 0.699 | 0.855 | 0.813 | |||
a Cronbach’s α >0.70 was taken as an indication of satisfactory reliability of each composite scale
b Item-total correlation values <0.4 indicate that the corresponding item does not correlate well with the composite scale