WATCH: Warwick Assessment insTrument for Clinical teacHing: Development and testing

Fifteen sessions were delivered by four tutors. All sessions received positive feedback from learners with nine sessions receiving a five out of five rating. In addition, the confidence ratings of the learners increased following each session. The tutors improved in all items of the teaching assessments and the overall rating of their teaching. Near-peer teaching could enhance the training of junior doctors DISCUSSION: The results of this pilot study suggest that the benefits described in undergraduate near-peer teaching programmes may also be seen in postgraduate medical education. Thus near-peer teaching could enhance the training of junior doctors, and we encourage the proliferation of such programmes to further evaluate their benefits in this setting.

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“…In addition, a 15‐item teacher assessment was developed using a modified version of the validated tool described by Haider et al . (Table ).…”

Section: Methodsmentioning

confidence: 99%

Junior doctor teaching delivered by near peers

et al. 2018

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“…This questionnaire addresses three areas of teaching and learning, teaching skills, and learner orientation. Questions 5,7,9,11,12,13, and 14 were related to the field of teaching and learning, questions 1, 6, and 8 were related to the field of teaching skills and questions 2, 3, 4, 10, and 15 were related to the learner-centered field. The score of each of these fields comes from the sum of questions related to the same field.…”

Section: Methodsmentioning

confidence: 99%

“…One of the tools that are designed to measure the clinical education environment is the Warwick assessment instrument for clinical teaching (WATCH) questionnaire. This new tool is an acceptable, reliable and trustworthy assessment tool of clinical education in the UK [9]. Although many instruments have been created for assessing clinical teaching in Western countries, to the best of our knowledge, most of these instruments have not been validated for the Persian culture.…”

Section: Biomedical Research 2018; 29 (17): 3356-3361mentioning

confidence: 99%

Validity and reliability of the Persian version of WATCH questionnaire in assessing the clinical learning environment

Nejatdarabi¹,

Amini²,

Yarahmadi³

et al. 2018

biomedicalresearch

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Introduction: In order to attain effective clinical education, it is necessary to assess the current training status continuously. Considering the necessity of evaluating the status of clinical education based on a valid and reliable questionnaire, this study was conducted to assess the validity and reliability of the Persian version of WATCH questionnaire in Shiraz Medical School. Methods: This was a descriptive, analytical, cross-sectional study conducted on medical students in Shiraz Medical School, southern Iran to assess the validity and reliability of the WATCH questionnaire. The WATCH questionnaire included 15 questions. This questionnaire addresses three areas of teaching and learning, teaching skills, and learner orientation. Initially, the English version was translated into Persian. This translation was then back translated by an interpreter into English and compared to the original English version. Cronbach's alpha method was used to examine the internal consistency. Then, to evaluate the validity, content validity and construct validity were measured. Content validity was determined by medical education experts and construct validity was measured using confirmatory and exploratory factor analysis. Results: The reliability in teaching skills was 0.97, in teaching and learning was 0.91, and in the learner centered domain was 0.86. By examining the convergence validity of the dimensions of the questionnaire, we observed that all three dimensions of the questionnaire had acceptable convergence validity. In other words, this questionnaire has a coherent validity. Conclusion:The results of the present study showed that the Persian version of the WATCH questionnaire was a highly reliable and valid instrument for assessing the clinical environment for trainees and medical students. This questionnaire evaluates clinical education from different angles well.

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“…Tools used to support data collection were the Warwick Assessment insTrument for Clinical teacHing (WATCH), buttered popcorn, grease‐stained paper, pens and a TV remote. Clinical teaching encounters were identified and analysed using WATCH, a validated instrument for the peer observation of teaching in which 15 items are scored on a 10‐point Likert scale anchored at 1 (= poor) and 10 (= excellent) . All settings, tutor grades, numbers of learners, topics and types of teaching were recorded.…”

Section: Methodsmentioning

confidence: 99%

“…Clinical teaching encounters were identified and analysed using WATCH, a validated instrument for the peer observation of teaching in which 15 items are scored on a 10-point Likert scale anchored at 1 (= poor) and 10 (= excellent). 4 All settings, tutor grades, numbers of learners, topics and types of teaching were recorded. Teaching sessions were required to be medically relevant to be included.…”

Section: Methodsmentioning

confidence: 99%

WATCH Scrubs: a video observational study of workplace‐based learning at Sacred Heart Hospital

et al. 2016

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WATCH: Warwick Assessment insTrument for Clinical teacHing: Development and testing

Abstract: This new instrument provides valid, reliable, feasible, and acceptable assessment of clinical teaching.

Cited by 9 publications

References 34 publications

Junior doctor teaching delivered by near peers

Junior doctor teaching delivered by near peers

Validity and reliability of the Persian version of WATCH questionnaire in assessing the clinical learning environment

WATCH Scrubs: a video observational study of workplace‐based learning at Sacred Heart Hospital

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