title: A teaching skills assessment tool inspired by the Calgary-Cambridge model and the patient-centered approach.
abstract: OBJECTIVE
  The aim of this study was to develop a descriptive tool for peer review of clinical teaching skills. Two analogies framed our research: (1) between the patient-centered and the learner-centered approach; (2) between the structures of clinical encounters (Calgary-Cambridge communication model) and teaching sessions.
  
  
  METHODS
  During the course of one year, each step of the action research was carried out in collaboration with twelve clinical teachers from an outpatient general internal medicine clinic and with three experts in medical education. The content validation consisted of a literature review, expert opinion and the participatory research process. Interrater reliability was evaluated by three clinical teachers coding thirty audiotaped standardized learner-teacher interactions.
  
  
  RESULTS
  This tool contains sixteen items covering the process and content of clinical supervisions. Descriptors define the expected teaching behaviors for three levels of competence. Interrater reliability was significant for eleven items (Kendall's coefficient p<0.05).
  
  
  CONCLUSIONS
  This peer assessment tool has high reliability and can be used to facilitate the acquisition of teaching skills.
authors.affiliation: Primary care unit, University of Geneva, Geneva, Switzerland. Electronic address: johanna.sommer@unige.ch.
authors.forename: Johanna
authors.initials: J
authors.lastname: Sommer
authors.affiliation: Primary care unit, University of Geneva, Geneva, Switzerland; Department of community medicine, primary care and emergencies, Geneva University Hospitals, Geneva, Switzerland. Electronic address: cedric.lanier@unige.ch.
authors.forename: Cédric
authors.initials: C
authors.lastname: Lanier
authors.affiliation: Department of community medicine, primary care and emergencies, Geneva University Hospitals, Geneva, Switzerland; Unit of development and research in medical education, University of Geneva, Geneva, Switzerland. Electronic address: noelle.junod@hcuge.ch.
authors.forename: Noelle Junod
authors.initials: NJ
authors.lastname: Perron
authors.affiliation: Unit of development and research in medical education, University of Geneva, Geneva, Switzerland; Service of General Internal Medicine, Geneva University Hospitals, Geneva, Switzerland. Electronic address: mathieu.nendaz@hcuge.ch.
authors.forename: Mathieu
authors.initials: M
authors.lastname: Nendaz
authors.affiliation: Center for health sciences education, Université de Sherbrooke, Sherbrooke, Canada. Electronic address: diane.clavet@usherbrooke.ca.
authors.forename: Diane
authors.initials: D
authors.lastname: Clavet
authors.affiliation: Primary care unit, University of Geneva, Geneva, Switzerland; Family medicine and Emergency Department, Université de Montréal, Montréal, Canada. Electronic address: marie-claude.audetat@unige.ch.
authors.forename: Marie-Claude
authors.initials: MC
authors.lastname: Audétat
mesh_terms: D002983:Clinical Competence; D015510:Clinical Medicine / Q000193:education* / Q000592:standards; D003142:Communication; D004501:Education, Medical / Q000379:methods* / Q000592:standards*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D018802:Patient-Centered Care; D010817:Physician-Patient Relations; D015203:Reproducibility of Results; D013337:Students, Medical; D013663:Teaching / Q000592:standards*; D013664:Teaching Materials
keywords: Calgary–Cambridge model; Clinical supervision; Communication; Learner centered teaching; Medical Education; Outpatient clinic; Patient centered medicine; Peer-review; Teaching skills