Implementation and evaluation of the Maastricht Clinical Teaching Questionnaire to facilitate learner feedback to preceptors Anne M. Rodino, Michael D. Wolcott Duke University Hospital - PGY1 - Durham, NC
Background/Purpose: Currently, there are no instruments in the pharmacy education literature that provide a means to reliably assess preceptor performance and facilitate learner feedback to clinical educators. The purpose of this descriptive, quantitative analysis is to examine the utility of a survey instrument, the Maastricht Clinical Teaching Questionnaire (MCTQ), in pharmacy education.
Methodology: Learners within the Duke University Health System, including student pharmacists and pharmacy residents, were asked to voluntarily complete the MCTQ to evaluate pharmacist preceptors they interacted with for at least one day. Responses will be analyzed using a confirmatory factor analysis to determine the correlation between pharmacy preceptor practices and the five factors of cognitive apprenticeship (modeling, safe learning environment, coaching, articulation, and exploration) assessed using the questionnaire. Additional analyses will be performed to measure the internal consistency of the instrument, and multilevel modeling will be used to determine the relationship of learner-level and preceptor-level attributes to questionnaire data variance. Participating learners and preceptors will also be asked to complete a perception survey at the conclusion of the study to describe the utility of the instrument and provide feedback for future instrument development.
Presentation Objective: Describe and evaluate the reliability and validity of the Maastricht Clinical Teaching Questionnaire (MCTQ) in assessing preceptor performance in pharmacy education.
Self-Assessment: List the five major constructs of cognitive apprenticeship assessed by the Maastricht Clinical Teaching Questionnaire.