The Science Journal of the American Association for Respiratory Care

2002 OPEN FORUM Abstracts

QUALITY OF INSTRUCTION: DETERMINANTS OF TEACHING METHOD AND EFFECTIVENESS IN CLINICAL EDUCATION

Arzu Ari, MS, CRT, CPFT, Joseph L.Rau, Ph.D, RRT, Lynda Thomas Goodfellow, Ed.D, RRT, Georgia State University, Department of Cardiopulmonary Care Sciences, Atlanta, GA.

Introduction: Procedures for measuring teaching effectiveness and quality of instruction vary with different respiratory therapy schools. Because of the high correlation between quality of instruction and high student achievement, it is understandable that teaching effectiveness of clinical instructors needs to be carefully monitored. Therefore, many colleges and universities have adopted the use of student ratings of instruction as one and often the most influential measure of instructional effectiveness1. The purpose of this study was to investigate determinants of teaching method and effectiveness on quality of instruction in the clinical education of respiratory therapy.

Method: A survey instrument has been developed by the Department of Cardiopulmonary Care Sciences at Georgia State University in order to have student evaluation of clinical practice. During the 4-year period 1999-2002, a total of 211 student?s evaluation of clinical education were collected and used in this study. To address the research question, correlation between each teaching method and quality of instruction was analyzed using Stepwise Multiple Regression Analysis, at a 0.05 level of significance.

Results: Regression analysis showed that there is positive correlation among aspects of teaching and quality of instruction. Integrating of theory to practice, allowing adequate time for procedure, clarifying of questions, motivating of students and demonstrating enthusiasm significantly (p<0.05) impacted quality of instruction more than other variables. Together, these variables explained 84% of the variance in quality of instruction. Other variables of teaching methods, like providing feedback, minimizing anxiety, good organization, and providing physician input did not significantly increase the squared multiple correlation (R2) of the model using stepwise multiple regression.

Conclusion: Teaching effectiveness in clinical education is important for respiratory therapy administrators, clinical instructors and preceptors in making informed decisions on the appropriate use of student evaluation in clinical education. Respiratory therapy school administrators and clinical instructors can use the individual items as a list of prioritized crucial elements that should be focused on in the training of respiratory therapy students in the clinical settings.

1. D?Appolonia, S., Abrami, P. C. Navigating student ratings of instruction. American Psychologist, 1997; 52 (11): 1198.

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