Development and validation of a culturally adapted clinical teacher evaluation form in Thailand
Issued Date
2025-12-01
Resource Type
eISSN
20057288
Scopus ID
2-s2.0-105024146433
Pubmed ID
41355268
Journal Title
Korean Journal of Medical Education
Volume
37
Issue
4
Start Page
453
End Page
476
Rights Holder(s)
SCOPUS
Bibliographic Citation
Korean Journal of Medical Education Vol.37 No.4 (2025) , 453-476
Suggested Citation
Suebbook C., Teeracharoensub R.S., Puranitee P., Sumrithe S., Supawattanabodee B., Thokanit N.S., Pakakasama S. Development and validation of a culturally adapted clinical teacher evaluation form in Thailand. Korean Journal of Medical Education Vol.37 No.4 (2025) , 453-476. 476. doi:10.3946/kjme.2025.356 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113559
Title
Development and validation of a culturally adapted clinical teacher evaluation form in Thailand
Corresponding Author(s)
Other Contributor(s)
Abstract
PURPOSE: To develop a culturally and locally validated and reliable questionnaire for clinical teacher evaluation containing constructs specific to the Thai resident learning context. METHODS: We followed seven steps for developing questionnaires for educational research. We generated a list of good clinical teacher attributes from a literature review and focus groups. The Delphi procedure was employed to identify the desirable characteristics for residents, involving three stakeholder groups. The content validity index (CVI) of each item was calculated. The average CVI across the items was greater than 0.8, indicating an acceptable level of reliability. Residents then underwent cognitive interviews before pilot testing of the questionnaire. Construct validity was examined using exploratory factor analysis. Reliability was measured using Cronbach's alpha analysis. RESULTS: We identified 44 key clinical teacher characteristics through a literature review and focus groups. After two rounds of the Delphi procedure (35 panelists), 23 characteristics were selected. An initial 23-item questionnaire was developed with a high CVI score. A total of 216 completed questionnaires evaluating 36 clinical teachers were analyzed. Exploratory factor analysis yielded a two-factor model within a 20-item questionnaire. The clinical facilitator domain contained 14 items. The professional identity support domain included six items. Cronbach's alpha of the model was 0.976. CONCLUSION: A clinical teacher evaluation questionnaire for Thai residents was developed with robust validity and reliability. This validated tool not only allows systematic assessment and improvement of clinical teaching but also provides a replicable framework for developing culturally adapted teacher evaluation instruments in other settings.