Порівняння методів

	Шкала якості клінічного викладання (CTQS)	Шкала професійної ідентичності (PIS)
Галузь	Санітарна просвіта	Санітарна просвіта
Родина	Process / pipeline	Process / pipeline
Рік появи	2001–2003	2006
Автор методу	Kristina Ohrling & Ingela R. Hallberg	Adams et al.
Тип	Self-report questionnaire	Self-report questionnaire
Основоположне джерело	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.
Інші назви	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale	Healthcare Professional Identity, Disciplinary Identity Assessment
Пов'язані	4	4
Підсумок	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.