Students’ and residents’ ratings of teaching effectiveness in a department of pediatrics

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Abstract
We analyzed an instrument for measuring overall teaching effectiveness in the Department of Pediatrics at the Medical College of Wisconsin. Over 18 months, we prospectively collected 2,101 teacher evaluations from medical students and residents using a Likert scale evaluating overall teaching effectiveness and nine component traits. The mean rating (5.62, SD = 1.13) for overall teaching effectiveness (OTE) correlated most highly (r = .83) with the average scores across traits (M = 5.61, SD = .95), although Pearson correlation coefficients of OTE with all traits were all significant (p < .001). Multiple regression showed that being clear/organized, demonstrating enthusiasm, and developing rapport accounted for 71% of the variance (p < .001). Although the inpatient ward rotation had lower OTE mean ratings (p < .0001), individual's OTE ratings in different settings did not differ significantly. OTE mean ratings were positively associated with longer duration of interaction (p < .0001) but not by the evaluator's level of training. The form had the necessary internal consistency (a = .94). Based on student/resident evaluations, the OTE rating was the best single indicator summarizing global teaching effectiveness. Our form was shown to be reliable and useful for faculty development and administrative decisions, and teaching ability was not influenced by the setting.

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