পদ্ধতির তুলনা করুন

	ক্লিনিক্যাল টিচিং কোয়ালিটি স্কেল (CTQS)	ইন্টারপ্রফেশনাল লার্নিং রেডি­নেস স্কেল (RIPLS)
ক্ষেত্র	স্বাস্থ্য শিক্ষা	স্বাস্থ্য শিক্ষা
পরিবার	Process / pipeline	Process / pipeline
উদ্ভবের বছর	2001–2003	1999
প্রবর্তক	Kristina Ohrling & Ingela R. Hallberg	Gail Parsell & John Bligh
ধরন	Self-report questionnaire	Self-report questionnaire
মৌলিক উৎস	Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103.	Parsell, G. & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ 33(2): 95–100.
অপর নাম	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale	Readiness for IPL, RIPLS Scale
সম্পর্কিত	4	4
সারসংক্ষেপ	The CTQS is a self-report questionnaire measuring students' perceptions of their clinical educator's (preceptor, clinical instructor, or mentor) teaching quality and effectiveness. Developed by Ohrling, Hallberg, and Gaberson in the early 2000s, the CTQS evaluates dimensions of clinical teaching including role modeling, knowledge transmission, feedback quality, student empowerment, and development of critical thinking. The scale is used in nursing and health professions education to provide educators with feedback on their teaching performance, identify professional development needs, and inform program quality assurance.	The RIPLS is a 19-item self-report questionnaire designed to measure healthcare students' attitudes and readiness toward interprofessional learning and collaboration. Developed by Parsell and Bligh in 1999, it assesses three core dimensions of interprofessional readiness: teamwork and collaboration, professional identity, and recognition of roles and responsibilities across professions. The RIPLS is widely used in health professions education to evaluate the effectiveness of interprofessional education initiatives.