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Medical Teacher Volume 34, 2012 - Issue 4
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Research Article

Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: How much ‘teacher’ is in student ratings?

Tobias B.B. BoerboomUtrecht University, The Netherlands; TOBIAS B.B. BOERBOOM, DVM, PhD is a researcher, Chair Quality Improvement of Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands.Correspondence[email protected]
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Tim MainhardUtrecht University, The Netherlands; TIM MAINHARD, PhD is an assistant professor, Department of Educational Sciences, Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, The Netherlands.
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Diana H.J.M. DolmansMaastricht University, The Netherlands; DIANA H.J.M. DOLMANS, PhD is an associate professor and educational psychologist, Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, The Netherlands.
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Albert J.J.A. ScherpbierMaastricht University, The Netherlands; ALBERT J.J.A. SCHERPBIER, MD, PhD is a professor of medical education and scientific director, Institute for Medical Education, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, The Netherlands.
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Peter Van BeukelenUtrecht University, The Netherlands; PETER VAN BEUKELEN, DVM, PhD is a professor of veterinary education, Chair Quality Improvement of Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands.
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A.D. (Debbie) C. JaarsmaUtrecht University, The Netherlands; A.D. (DEBBIE) C. JAARSMA, DVM, PhD is a professor of Evidence Based Education, Academic Medical Centre, University of Amsterdam, The Netherlands.
Pages 320-326 | Published online: 28 Mar 2012

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George W. Wolford, Laura L. Wolford, Schea Fissel Brannick, Megan Scott & Rebekah Smith. (2021) “Shouldn’t you be collaborative by now?”: Supervisory needs, expectations, and satisfaction across the educational trajectory in speech-language pathology. The Clinical Supervisor 40:2, pages 241-262.
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Anne M. Rodino & Michael D. Wolcott. (2019) Assessing Preceptor Use of Cognitive Apprenticeship: Is the Maastricht Clinical Teaching Questionnaire (MCTQ) a Useful Approach?. Teaching and Learning in Medicine 31:5, pages 506-518.
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Ronald A. Berk. (2013) Top five flashpoints in the assessment of teaching effectiveness. Medical Teacher 35:1, pages 15-26.
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M. Kelly, D. Bennett & P. McDonald. (2012) Evaluation of clinical teaching in general practice using the Maastricht Clinical Teaching Questionnaire. Medical Teacher 34:12, pages 1089-1089.
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Articles from other publishers (11)

Mahla Salajegheh. (2023) Application of cognitive apprenticeship model in clinical education: A scoping review. Journal of Medical Education Development 16:49, pages 68-78.
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Shiphra Ginsburg & Lynfa Stroud. (2022) Necessary but Insufficient and Possibly Counterproductive: The Complex Problem of Teaching Evaluations. Academic Medicine 98:3, pages 300-303.
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SaurabhRamBihariLal Shrivastava & PrateekSaurabh Shrivastava. (2023) Identification of the factors that affect clinical teaching and potential strategies to overcome them: A narrative review. Muller Journal of Medical Sciences and Research 14:1, pages 1.
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Makoto Matsuo & Takuro Tsukube. (2020) A review on cognitive apprenticeship in educational research: Application for management education. The International Journal of Management Education 18:3, pages 100417.
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Takuro Tsukube & Makoto Matsuo. (2020) The impact of cognitive apprenticeship on the perceived growth of junior doctors. Journal of Workplace Learning 32:7, pages 489-499.
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Bennet A. Butler, Cameron M. Butler & Terrance D. Peabody. (2019) Cognitive Apprenticeship in Orthopaedic Surgery: Updating a Classic Educational Model. Journal of Surgical Education 76:4, pages 931-935.
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Orlando Vieira Gomes, Ramon José Leal de Morais, Paulo Adriano Schwigel, Paula Teles Vasconcelos, Tereza Rebecca de Melo Lima, Luciana Marques Andreto, Juliany Silveira Braglia Cesar Vieira & Rafael Batista de Oliveira. (2019) Validade e Confiabilidade do Maastricht Clinical Teaching Questionnaire para Língua Portuguesa. Revista Brasileira de Educação Médica 43:2, pages 15-24.
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Kayley Lyons, Jacqueline E. McLaughlin, Julia Khanova & Mary T. Roth. (2016) Cognitive apprenticeship in health sciences education: a qualitative review. Advances in Health Sciences Education 22:3, pages 723-739.
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Brett Vaughan. (2015) Developing a clinical teaching quality questionnaire for use in a university osteopathic pre-registration teaching program. BMC Medical Education 15:1.
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Sheena M. Warman. (2015) Challenges and Issues in the Evaluation of Teaching Quality: How Does it Affect Teachers' Professional Practice? A UK Perspective. Journal of Veterinary Medical Education 42:3, pages 245-251.
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Tobias B.B. Boerboom, Renée E. Stalmeijer, Diana H.J.M. Dolmans & Debbie A.D.C. Jaarsma. (2015) How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature. Studies in Educational Evaluation 46, pages 47-52.
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