本科医学教育中改良版SETQ工具的心理测量特性分析
Analysis of psychometric properties of the modified SETQ tool in undergraduate medical education.
作者信息
Al Ansari Ahmed, Strachan Kathryn, Hashim Sumaya, Otoom Sameer
机构信息
Bahrain Defense Force Hospital, Off Waly Alahed Avenue, P. O. Box-28743, Riffa, Kingdom of Bahrain.
RCSI Bahrain, Arabian Gulf University, P.O. Box 15503, Adliya, Kingdom of Bahrain.
出版信息
BMC Med Educ. 2017 Mar 16;17(1):56. doi: 10.1186/s12909-017-0893-4.
BACKGROUND
Effective clinical teaching is crucially important for the future of patient care. Robust clinical training therefore is essential to produce physicians capable of delivering high quality health care. Tools used to evaluate medical faculty teaching qualities should be reliable and valid. This study investigates the psychometric properties of modification of the System for Evaluation of Teaching Qualities (SETQ) instrument in the clinical years of undergraduate medical education.
METHODS
This cross-sectional multicenter study was conducted in four teaching hospitals in the Kingdom of Bahrain. Two-hundred ninety-eight medical students were invited to evaluate 105 clinical teachers using the SETQ instrument between January 2015 and March 2015. Questionnaire feasibility was analyzed using average time required to complete the form and the number of raters required to produce reliable results. Instrument reliability (stability) was assessed by calculating the Cronbach's alpha coefficient for the total scale and for each sub-scale (factor). To provide evidence of construct validity, an exploratory factor analysis was conducted to identify which items on the survey belonged together, which were then grouped as factors.
RESULTS
One-hundred twenty-five medical students completed 1161 evaluations of 105 clinical teachers. The response rates were 42% for student evaluations and 57% for clinical teacher self-evaluations. The factor analysis showed that the questionnaire was composed of six factors, explaining 76.7% of the total variance. Cronbach's alpha was 0.94 or higher for the six factors in the student survey; for the clinical teacher survey, Cronbach's alpha was 0.88. In both instruments, the item-total correlation was above 0.40 for all items within their respective scales.
CONCLUSION
Our modified SETQ questionnaire was found to be both reliable and valid, and was implemented successfully across various departments and specialties in different hospitals in the Kingdom of Bahrain.
背景
有效的临床教学对患者护理的未来至关重要。因此，强大的临床培训对于培养能够提供高质量医疗服务的医生至关重要。用于评估医学教师教学质量的工具应该可靠且有效。本研究调查了本科医学教育临床阶段教学质量评估系统（SETQ）工具修改版的心理测量特性。
方法
这项横断面多中心研究在巴林王国的四家教学医院进行。2015年1月至2015年3月期间，邀请了298名医学生使用SETQ工具对105名临床教师进行评估。通过完成表格所需的平均时间和产生可靠结果所需的评分者数量来分析问卷的可行性。通过计算总量表和每个子量表（因子）的克朗巴哈α系数来评估工具的可靠性（稳定性）。为了提供结构效度的证据，进行了探索性因子分析，以确定调查问卷中的哪些项目属于同一组，然后将其分组为因子。
结果
125名医学生完成了对105名临床教师的1161次评估。学生评估的回复率为42%，临床教师自我评估的回复率为57%。因子分析表明，该问卷由六个因子组成，解释了总方差的76.7%。学生调查中六个因子的克朗巴哈α系数为0.94或更高；临床教师调查的克朗巴哈α系数为0.88。在这两种工具中，各自量表内所有项目的项目-总分相关性均高于0.40。
结论
我们修改后的SETQ问卷被发现既可靠又有效，并在巴林王国不同医院的各个科室和专业中成功实施。
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