The clinical teaching preference questionnaire (CTPQ): an exploratory factor analysis

Peer assisted learning is growing internationally as a beneficial pedagogical strategy in health care and tertiary education. Therefore having instruments such as the Clinical Teaching Preference Questionnaire (CTPQ) with strong measurement properties to use in educational research is vital. Objectives: To investigate the factor structure of the CTPQ when completed by a group of respondents from a large Australian university. Methods: Data from the CTPQ completed by first year undergraduate nurses were analysed with a factor analysis using a Principal Axis Factoring (PAF) with Oblique Oblimin rotation. Findings: A total of (n= 265) first year undergraduate nursing students participated in the study