So sánh phương pháp

	Thang đo Chất lượng Giảng dạy Lâm sàng (CTQS)	Thang đo Mức độ Hài lòng của Sinh viên trong Thực tập Lâm sàng (SCPS)
Lĩnh vực	Giáo dục sức khỏe	Giáo dục sức khỏe
Họ	Process / pipeline	Process / pipeline
Năm ra đời	2001–2003	2007–2010
Người khởi xướng	Kristina Ohrling & Ingela R. Hallberg	Papastavrou et al.
Loại	Self-report questionnaire	Self-report satisfaction questionnaire
Công trình gốc	Ohrling, K. & Hallberg, I. R. (2001). The meaning of precepting: Nurse preceptors' lived experience of precept education. J Adv Nurs 33(1): 96–103.	Papastavrou, E., Lambrinou, E., Tsangari, H., & Varthy, M. (2010). Students' satisfaction with their clinical learning environment in Cyprus: A longitudinal study. Nurs Educ Today 30(6): 539–544.
Tên gọi khác	Teaching Quality Assessment, Clinical Instructor Effectiveness Scale	Clinical Placement Satisfaction, Placement Experience Scale, Clinical Site Satisfaction
Liên quan	4	4
Tóm tắt	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 SCPS is a self-report questionnaire measuring students' overall satisfaction with their clinical placement experience, including satisfaction with the learning environment, educator support, clinical opportunities, and facility resources. Originally developed by Papastavrou and colleagues in Cyprus (2007–2010), the SCPS evaluates multiple aspects of placement quality that contribute to student wellbeing and learning outcomes. The scale is used to monitor placement satisfaction across programs, compare satisfaction across clinical sites, and identify areas for improvement in clinical education delivery.