ABSTRACT
Introduction Just as sound clinicians are interested in the quality of their medical care, and participate in attempts to measure their clinical practice, so too should clinical teachers be interested in the quality of their teaching. It is difficult to stop learners learning, but more difficult to ensure that Learners are proceeding down the right learning pathways. As with the measurement of the quality of healthcare, the measurement of teaching quality can be a very complex, multi-perspective task that may include many different approaches.
