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    Irby Self-Assessment Teaching Scale

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    James Smith
    This document is a self-assessment inventory for clinical and classroom teaching. It contains statements about teaching behaviors and asks instructors to rate themselves on a scale from 1 to 7 for each statement. The inventory covers topics like organization, enthusiasm, knowledge, rapport with students, instructional skills, clinical supervision, clinical competence, and professional characteristics. Instructors are asked to reflect on their teaching and rate how descriptive each statement is of their own teaching behaviors.

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    Irby Self-Assessment Teaching Scale

    Uploaded by

    James Smith
    19 views9 pages
    This document is a self-assessment inventory for clinical and classroom teaching. It contains statements about teaching behaviors and asks instructors to rate themselves on a scale from 1 to 7 for each statement. The inventory covers topics like organization, enthusiasm, knowledge, rapport with students, instructional skills, clinical supervision, clinical competence, and professional characteristics. Instructors are asked to reflect on their teaching and rate how descriptive each statement is of their own teaching behaviors.

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    This document is a self-assessment inventory for clinical and classroom teaching. It contains statements about teaching behaviors and asks instructors to rate themselves on a scale from 1 to 7 for each statement. The inventory covers topics like organization, enthusiasm, knowledge, rapport with students, instructional skills, clinical supervision, clinical competence, and professional characteristics. Instructors are asked to reflect on their teaching and rate how descriptive each statement is of their own teaching behaviors.

    Copyright:

    © All Rights Reserved
    Download as XLSX, PDF, TXT or read online from Scribd
    Download as xlsx, pdf, or txt
    19 views9 pages

    Irby Self-Assessment Teaching Scale

    Uploaded by

    James Smith
    This document is a self-assessment inventory for clinical and classroom teaching. It contains statements about teaching behaviors and asks instructors to rate themselves on a scale from 1 to 7 for each statement. The inventory covers topics like organization, enthusiasm, knowledge, rapport with students, instructional skills, clinical supervision, clinical competence, and professional characteristics. Instructors are asked to reflect on their teaching and rate how descriptive each statement is of their own teaching behaviors.

    Copyright:

    © All Rights Reserved
    Download as XLSX, PDF, TXT or read online from Scribd
    Download as xlsx, pdf, or txt
    of 9

    SELF-ASSESSMENT INVENTORY FOR CLINICAL AND CLASSROOM TEACHIN

    Adapted from David M Irby, Ph.D.

    DIRECTIONS for Part I: Teaching Behaviors


    In this inventory there are statements which reflect some of the ways clinical instructors can be
    The scale ranges from 1 for "not at all descriptive" to 7 for "very descriptive" of your teaching b
    For EACH statement, put an "x" in the cell under the the number on the scale which you think
    Put "x" in the N/A box if the behavior is not applicable to the type of teaching you do.
    In rating your teaching, respond to each item carefully and thoughtfully. Avoid letting your resp

    TEACHER BEHAVIOURS

    A. Organization/Clarity
    1. Summmarizes main points
    2. Explains clearly
    3. Communicates what is expected to be learnt
    4. Presents material in an organized manner
    5. Emphasizes what is important

    B. Enthusiasm/Stimualtion
    6. Stimulates students'/residents interest in the subject
    7. Is enthusiastic about the subject
    8. Seems to enjoy teaching
    9. Is a dynamic and energetic person
    10. Has an interesting style of presentation

    C. Instructor Knowledge
    11. Reveals broad reading in his/her medical specialty
    12. Directs students/residents to useful literature in the field
    13. Discusses current developments in his/her specialty
    14. Demonstrates a breadth of knowledge in medicine generally
    15. Discusses points of view other than his/her own
    D. Rapport
    16. Provides professional support and encouragement to students/residen
    17. Establishes rapport with others
    18. Encourages a climate of mutal respect
    19. Listens attentively
    20. Shows a personal interest in students/residents
    21. Corrects students'/residents' mistakes without belittling them
    22. Demonstrates sensitivity to the needs of others
    23. Willingly remains accessibl to students/residents

    E. Instructional Skill
    24. Encourages active participation in discussion
    25. Utilizes audiovisual resources effectively
    26. Gives students/residents positive reinforcement for good contributions
    observations , or performance
    27. Gears instruction to students'/residents level of readiness
    28. Quickly grasps what students/residents are asking or telling
    29. Answers carefully and precisely questions raised by students/residents
    30. Questions students/residents to elicit underlying reasoning
    31. Helps students/residents organize their thoughts about patient problem
    32. Demonstrates clinical procedures and techniques being taught

    F. Clinical Supervision
    33. Communicates role expectations to students/residents
    34. Guides students'/residents' development
    35. Provides specific practice opportunities
    36. Prepares students/residents for difficult clinical situations
    37. Offers special help when difficulties arise
    38. Observes students'/residents' performance frequently
    39. Identifies students'/residents' strengths and limitations objectively
    40. Provides frequent feedback on students'/residents' performance
    41. Makes specific suggestion for improvement
    42. Seems well prepared for reaching contacts with students/residents
    43. Questions students/residents in non-threatening manner

    G. Clinical competence
    44. Demonstrates clinical skill and judgement
    45. Demonstrates skill at data gathering
    46. Objectively defines patient problems
    47. Synthesizes patient problems rapidly
    48. Interprets laboratory data skillfully

    H. Professional Characteristics
    49. Takes responsibility for own actions and procedures
    50. Recognizes own limitations
    51. Seems to have self-confidence
    52. Is self-critical
    53. Is open-minded and non-judgmental
    54. Does not appear to be arrogant
    Adapted from the
    ASSROOM TEACHING IN MEDICINE UCSF Resident Teac
    2003-2004

    s clinical instructors can be described. To fill in this inventory, reflect for a moment on how you teach and
    riptive" of your teaching behaviour
    n the scale which you think best describes your current teaching behaviour
    teaching you do.
    lly. Avoid letting your response to some items influence your responses to others.

    Not at all descriptive


    1 2 3 4 5

    X
    X

    X
    e in the field X
    X
    dicine generally X
    X
    ment to students/residents
    X
    X

    ut belittling them

    X
    X
    ent for good contributions,

    of readiness X
    sking or telling
    sed by students/residents X
    ying reasoning X
    ghts about patient problems X
    ques being taught

    /residents X

    cal situations X

    requently
    imitations objectively X
    dents' performance X
    X
    ith students/residents X
    ning manner X

    X
    X
    X
    X
    X

    X
    X
    X
    dapted from the
    CSF Resident Teaching Fellowship
    2003-2004

    t on how you teach and what you do when teaching.

    Very descriptive Not applicable


    6 7
    X

    X
    X
    X

    X
    X
    X
    X

    X
    X
    X
    X
    X

    X
    X

    X
    X

    X
    X

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