Pérez Villalobos, CristhianVaccarezza G., GiuliettaAguilar A., CésarColoma N., KatherineSalgado F., HoracioBaquedano R., MarjorieChavarría R, CarlaBastías V., Nancy2016-10-242016-10-242016Pérez V C, Vaccarezza G G, Aguilar A C, Coloma N K, Salgado F H, Baquedano R M, Chavarría R C, Bastías V N. Cuestionario de prácticas pedagógicas: análisis de su estructura factorial y consistencia interna en docentes de carreras de la salud [Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers]. Rev Med Chil. 2016 Jun;144(6):788-95http://hdl.handle.net/11447/792http://dx.doi.org/10.4067/S0034-98872016000600015Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. Aim: To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. Material and Methods: The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Results: Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. Conclusions: The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.en-USEducational MeasurementFaculty, MedicalTeachingEducation, MedicalArtículo