title: Systematic evaluation of the teaching qualities of Obstetrics and Gynecology faculty: reliability and validity of the SETQ tools.
abstract: BACKGROUND
  The importance of effective clinical teaching for the quality of future patient care is globally understood. Due to recent changes in graduate medical education, new tools are needed to provide faculty with reliable and individualized feedback on their teaching qualities. This study validates two instruments underlying the System for Evaluation of Teaching Qualities (SETQ) aimed at measuring and improving the teaching qualities of obstetrics and gynecology faculty.
  
  
  RESULTS
  This cross-sectional multi-center questionnaire study was set in seven general teaching hospitals and two academic medical centers in the Netherlands. Seventy-seven residents and 114 faculty were invited to complete the SETQ instruments in the duration of one month from September 2008 to September 2009. To assess reliability and validity of the instruments, we used exploratory factor analysis, inter-item correlation, reliability coefficient alpha and inter-scale correlations. We also compared composite scales from factor analysis to global ratings. Finally, the number of residents' evaluations needed per faculty for reliable assessments was calculated. A total of 613 evaluations were completed by 66 residents (85.7% response rate). 99 faculty (86.8% response rate) participated in self-evaluation. Factor analysis yielded five scales with high reliability (Cronbach's alpha for residents' and faculty): learning climate (0.86 and 0.75), professional attitude (0.89 and 0.81), communication of learning goals (0.89 and 0.82), evaluation of residents (0.87 and 0.79) and feedback (0.87 and 0.86). Item-total, inter-scale and scale-global rating correlation coefficients were significant (P<0.01). Four to six residents' evaluations are needed per faculty (reliability coefficient 0.60-0.80).
  
  
  CONCLUSIONS
  Both SETQ instruments were found reliable and valid for evaluating teaching qualities of obstetrics and gynecology faculty. Future research should examine improvement of teaching qualities when using SETQ.
authors.affiliation: Department of Quality and Process Innovation, Academic Medical Center, University of Amsterdam, Amsterdam, The Netherlands. r.m.vanderleeuw@amc.uva.nl
authors.forename: Renée
authors.initials: R
authors.lastname: van der Leeuw
authors.forename: Kiki
authors.initials: K
authors.lastname: Lombarts
authors.forename: Maas Jan
authors.initials: MJ
authors.lastname: Heineman
authors.forename: Onyebuchi
authors.initials: O
authors.lastname: Arah
mesh_terms: D003430:Cross-Sectional Studies; D004501:Education, Medical; D005178:Faculty; D005180:Faculty, Medical; D005260:Female; D006176:Gynecology / Q000193:education / Q000592:standards*; D006801:Humans; D007396:Internship and Residency; D008297:Male; D009426:Netherlands; D009774:Obstetrics / Q000193:education / Q000592:standards*; D013337:Students, Medical; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods