Linganisha mbinu

	Kipimo cha Ubora wa Ufundishaji Kliniki (CTQS)	Kiwango cha Utambulisho wa Kitaaluma (PIS)
Nyanja	Elimu ya Afya	Elimu ya Afya
Familia	Process / pipeline	Process / pipeline
Mwaka wa asili	2001–2003	2006
Mwanzilishi	Kristina Ohrling & Ingela R. Hallberg	Adams et al.
Aina	Self-report questionnaire	Self-report questionnaire
Chanzo asilia	Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103.	Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learn Health Soc Care 5(2): 55–68.
Majina mbadala	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale	Healthcare Professional Identity, Disciplinary Identity Assessment
Zinazohusiana	4	4
Muhtasari	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 PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitment. The scale measures both cognitive elements (knowledge of professional standards and scope of practice) and emotional elements (sense of belonging, pride in discipline). The PIS is used in healthcare education to track professional identity development over training, identify students at risk of attrition, and evaluate the impact of socialization experiences on disciplinary commitment.