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Clinical preceptor evaluation of veterinary students in a distributed model of clinical education.
J Vet Med Educ. 2008 Fall; 35(3):389-96.JV

Abstract

The study reported here investigates the reliability and validity of a standardized evaluation form used to assess students' knowledge, clinical skills, interpersonal skills, and professionalism during fourth-year clinical rotations in a distributed model of veterinary education. A form designed to assess veterinary knowledge (5 items), clinical skills (7 items), interpersonal skills (3 items), and professionalism (6 items) was used by clinical preceptors to evaluate student performance across different rotations. For the period January--May 2007, 218 evaluations were completed for 81 students; each student was assessed in at least two rotations. Mean scores across the 21 items ranged from 3.42 (SD = 0.61) to 3.87 (SD = 0.37). Construct validity was assessed using exploratory factor analysis. The 21 items loaded on three underlying factors, professionalism, knowledge and clinical skills, accounted for 70.35% of the variance. Internal consistency (Cronbach's alpha) of each subscale was high, ranging from 0.88 for clinical skills to 0.94 for professionalism and 0.96 for the entire tool. Correlations between subscales were significant (p < 0.01), ranging from r = 0.62 to r = 0.76. Preliminary analysis suggests that the evaluation tool has good internal reliability. Construct validity analysis suggests that certain items relating to interpersonal skills and clinical skills were assessing either knowledge or professionalism. Clinical preceptors could differentiate between different skill levels for knowledge and clinical skills. Challenges associated with the assessment of professionalism are discussed.

Authors+Show Affiliations

Department of Ecosystem, Faculty of Veterinary Medicine, University of Calgary, Calgary, Canada. cfuentea@ucalgary.caNo affiliation info available

Pub Type(s)

Journal Article
Validation Study

Language

eng

PubMed ID

19066356

Citation

Fuentealba, I Carmen, and Kent G. Hecker. "Clinical Preceptor Evaluation of Veterinary Students in a Distributed Model of Clinical Education." Journal of Veterinary Medical Education, vol. 35, no. 3, 2008, pp. 389-96.
Fuentealba IC, Hecker KG. Clinical preceptor evaluation of veterinary students in a distributed model of clinical education. J Vet Med Educ. 2008;35(3):389-96.
Fuentealba, I. C., & Hecker, K. G. (2008). Clinical preceptor evaluation of veterinary students in a distributed model of clinical education. Journal of Veterinary Medical Education, 35(3), 389-96. https://doi.org/10.3138/jvme.35.3.389
Fuentealba IC, Hecker KG. Clinical Preceptor Evaluation of Veterinary Students in a Distributed Model of Clinical Education. J Vet Med Educ. 2008;35(3):389-96. PubMed PMID: 19066356.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Clinical preceptor evaluation of veterinary students in a distributed model of clinical education. AU - Fuentealba,I Carmen, AU - Hecker,Kent G, PY - 2008/12/11/pubmed PY - 2009/6/3/medline PY - 2008/12/11/entrez SP - 389 EP - 96 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 35 IS - 3 N2 - The study reported here investigates the reliability and validity of a standardized evaluation form used to assess students' knowledge, clinical skills, interpersonal skills, and professionalism during fourth-year clinical rotations in a distributed model of veterinary education. A form designed to assess veterinary knowledge (5 items), clinical skills (7 items), interpersonal skills (3 items), and professionalism (6 items) was used by clinical preceptors to evaluate student performance across different rotations. For the period January--May 2007, 218 evaluations were completed for 81 students; each student was assessed in at least two rotations. Mean scores across the 21 items ranged from 3.42 (SD = 0.61) to 3.87 (SD = 0.37). Construct validity was assessed using exploratory factor analysis. The 21 items loaded on three underlying factors, professionalism, knowledge and clinical skills, accounted for 70.35% of the variance. Internal consistency (Cronbach's alpha) of each subscale was high, ranging from 0.88 for clinical skills to 0.94 for professionalism and 0.96 for the entire tool. Correlations between subscales were significant (p < 0.01), ranging from r = 0.62 to r = 0.76. Preliminary analysis suggests that the evaluation tool has good internal reliability. Construct validity analysis suggests that certain items relating to interpersonal skills and clinical skills were assessing either knowledge or professionalism. Clinical preceptors could differentiate between different skill levels for knowledge and clinical skills. Challenges associated with the assessment of professionalism are discussed. SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/19066356/Clinical_preceptor_evaluation_of_veterinary_students_in_a_distributed_model_of_clinical_education_ L2 - https://jvme.utpjournals.press/doi/10.3138/jvme.35.3.389?url_ver=Z39.88-2003&amp;rfr_id=ori:rid:crossref.org&amp;rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -