Factorial structure and internal consistency of Clinic Teachers Assessment Questionnaire in Speech Therapy Internship

Abstract

Introduction : Final year Speech Therapy students are supervised by a tutor in the clinic, who plays a role of teacher without necessarily being qualified. There are not instruments available to evaluate if these tutors teaching is proven to be reliable. Objective: The aim is to evaluate the psychometric properties of "Clinic Teachers Assessment Questionnaire (CTAQ)" in Speech Therapy degree internships in a traditional university in Concepción. Method : Analytical, relational and mixed studies, using surveys. The surveys were answered by 43 students who were selected using a sampling method that was not probabilistic in terms of accessibility. These students carried out 137 reviews using the CTAQ, evaluating 38 tutors. Informed consent was given and it was authorized by the person in charge of the major. Results : An exploratory factor analysis was carried out using the Kaiser-Meyer- Olkin=0,95 statistical calculation of sampling adequacy and Bartlett's test of sphericity c2(325)=4092,05; p<0,001. The Kaiser-Guttman criterion was used when estimating the number of factors, identifying three factors with eigenvalues of 16,71, 1,23 and 1,07. These factors displayed reliability with Cronbach's alpha coefficients a=0,97, a=0,93 and a=0,89. They also displayed a direct correlation with the teacher's overall score of that were statistically significant. Conclusions : The CTAQ shows signs of reliability and validity of design and criteria. The CTAQ displays the following factors: "promotes ongoing dialogue", "promotes conditions for safe performance" and "teaches techniques". The CTAQ allows the clinical teachers to be characterized, and enables teaching innovation in the internships.