PURPOSE This study aimed to devise a valid measurement for assessing clinical students' perceptions of teaching practices. METHODS A new tool was developed based on a meta-analysis encompassing effective clinical teaching-learning factors. Seventy-nine items were generated using a frequency (never to always) scale. The tool was applied to the University of New South Wales year 2, 3, and 6 medical students. Exploratory and confirmatory factor analysis (exploratory factor analysis [EFA] and confirmatory factor analysis [CFA], respectively) were conducted to establish the tool’s construct validity and goodness of fit, and Cronbach’s α was used for reliability. RESULTS In total, 352 students (44.2%) completed the questionnaire. The EFA identified student-centered learning, problem-solving learning, self-directed learning, and visual technology (reliability, 0.77 to 0.89). CFA showed acceptable goodness of fit (chi-square P<0.01, comparative fit index=0.930 and Tucker-Lewis index=0.917, root mean square error of approximation=0.069, standardized root mean square residual=0.06). CONCLUSION The established tool—Student Ratings in Clinical Teaching (STRICT)—is a valid and reliable tool that demonstrates how students perceive clinical teaching efficacy. STRICT measures the frequency of teaching practices to mitigate the biases of acquiescence and social desirability. Clinical teachers may use the tool to adapt their teaching practices with more active learning activities and to utilize visual technology to facilitate clinical learning efficacy. Clinical educators may apply STRICT to assess how these teaching practices are implemented in current clinical settings.

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澳大利亚临床教学量表学生评分的制定和验证：方法学研究

目的本研究旨在设计一种有效的测量方法来评估临床学生对教学实践的看法。方法 基于包含有效临床教学因素的荟萃分析，开发了一种新工具。七十九个项目是使用频率（从不到总是）尺度生成的。该工具适用于新南威尔士大学二年级、三年级和六年级的医学生。进行探索性因素分析和验证性因素分析（分别为探索性因素分析 [EFA] 和验证性因素分析 [CFA]）以确定该工具的结构效度和拟合优度，并使用 Cronbach's α 来确定可靠性。结果 共有 352 名学生（44.2%）完成了问卷。EFA 确定了以学生为中心的学习、解决问题的学习、自主学习和视觉技术（可靠性，0.77 至 0.89）。CFA 显示出可接受的拟合优度（卡方 P<0.01，比较拟合指数=0.930，Tucker-Lewis 指数=0.917，近似均方根误差=0.069，标准化均方根残差=0.06）。结论 所建立的工具——临床教学学生评分（STRICT）——是一个有效且可靠的工具，可以展示学生如何看待临床教学效果。严格衡量教学实践的频率，以减轻默许和社会期望的偏见。临床教师可以使用该工具通过更主动的学习活动来调整他们的教学实践，并利用视觉技术来提高临床学习效率。临床教育工作者可以应用 STRICT 来评估这些教学实践在当前临床环境中的实施情况。