gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

08.10. - 10.10.2009, Freiburg

An empirically based checklist to assess teaching quality: development and attempt of validation

Empirisch basierte Checkliste zur Messung von Unterrichtsqualität: Entwicklung und Validierungsansatz


  • Christian Siggemann - Charité - Campus Benjamin Franklin, Berlin, Germany
  • Anja Prescher - Charité - Campus Benjamin Franklin, Berlin, Germany
  • Werner Hopfenmüller - Charité - Universitätsmedizin Berlin, Berlin, Germany
  • corresponding author Jan Breckwoldt - Charité - Campus Benjamin Franklin, Medical Center Anesthesiology, Berlin, Germany

Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Freiburg im Breisgau, 08.-10.10.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09gmaT2V034

doi: 10.3205/09gma034, urn:nbn:de:0183-09gma0346

Veröffentlicht: 2. September 2009

© 2009 Siggemann et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.



Background: Empirically based methods to assess quality in clinical teaching, providing the basis of various studies in educational research and feedback for teachers, do not yet exist.

Methods: Ten empirically based criteria with evidence in school teaching were identified and transferred into a 33-item-checklist using 5-point-Likert-scales:

amount of true learning time,
climate facilitating learning,
clarity of content,
clear structure,
meaningful communication,
diversity of methods,
individual promotion,
intelligent practicing,
transparent expectations,
prepared setting.

An external observer used the checklist analysing 28 clinical teaching sessions (bedside teaching and seminars). Results were compared to evaluation questionnaires from students, presenting the bare (non-operationalised) 10 criteria, each beeing explanied by sufficient examples.

For comparison the Bland-Altman-method was used by calculating the differences between the two percentages of each method. Equivalence was proposed if the difference layed within a predefined range from - =-1 to + =+1.

Results: Six criteria of clinical teaching sessions layed within the range of equivalence (≥89%), criterion four, five, eight, ten in ≤82%. Generally, there was no significant difference between bedside teaching and seminars, but they differed significantly in four criteria (p<0,05).

Conclusions: The Checklist is an empirically based, validated 33-item instrument to measure quality of teaching sessions.

Checklist and evaluation questionnaire agree sufficiently well concerning six criteria. The operationalization of criteria four, seven, eight and ten might be improved. The checklist is applicable to different teaching methods.


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