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Revista médica de Chile

versión impresa ISSN 0034-9887

Resumen

PEREZ V, Cristhian et al. Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers. Rev. méd. Chile [online]. 2016, vol.144, n.6, pp.788-795. ISSN 0034-9887.  http://dx.doi.org/10.4067/S0034-98872016000600015.

Background: Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.

Palabras clave : Education; Medical; Educational Measurement; Faculty; Medical; Teaching.

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