Objectives: The Maastricht Clinical Teaching Questionnaire (MCTQ) was developed
to evaluate clinical teachers' supervisory skills during undergraduate clinical rotations.
Evidence exists supporting the reliability and validity of this questionnaire. Our study
sought to examine the reliability and validity of the MCTQ in a Middle Eastern context.
Methods: Between 2016 and 2017, we evaluated a total of 549 medical students in their
final year who were undergoing clinical rotations using the MCTQ. The construct validity
was assessed using exploratory and confirmatory factor analysis. Internal consistency
reliability was measured using Cronbach's alpha. Factor scores were compared with other
outcomes to explore the relationship with other relevant variables. Results: A four factor model demonstrated an adequate fit with the data. The findings showed good
internal consistency reliability. The following results were obtained for the four-factor
model: chi-square divided by degrees of freedom was 5.026, and the comparative index,
goodness of fit index, normalized fit index, and non-normalized fit index were all above
0.800 (0.955, 0.858, 0.950, and 0.952, respectively). The standardized root mean square
residual was 0.016, and the root mean square error of approximation score was 0.086.
Acceptable reliability was achieved with 10 evaluations per teacher. We observed a strong
correlation between factors and overall judgment. Conclusions: Our study suggests that
the MCTQ is a valid and reliable instrument to evaluate teachers' performance during
clinical rotations in Bahrain