College of Medicine and Dentistry, James Cook University, QLD, Townsville, Australia.
School of Health Professions Education, Maastricht University, Maastricht, Netherlands.
BMC Med Educ. 2019 Jan 17;19(1):25. doi: 10.1186/s12909-019-1455-8.
The educational environment is critical to learning and is determined by social interactions. Trainee satisfaction translates to career commitment, retention and a positive professional attitude as well as being an important factor in assessing the impact of the training program. This study aimed to validate the Scan of Postgraduate Educational Environment Domain (SPEED) tool and assess its appropriateness in evaluating the quality of General Practice (GP) rural postgraduate educational environment.
A questionnaire containing the 15-item SPEED tool was administered to GP registrars to examine their perceptions of the educational environment. Principal component analysis (PCA) and exploratory factor analysis (EFA) were used to gather evidences of the validity of the instrument based on its internal structure. Additional validity evidence and reliability estimates were obtained using many-facet Rasch model analysis (MFRM).
The survey was completed by 351 registrars with a response rate of 60%. Parallel analysis performed using principal component analysis and exploratory factor analysis suggests that the SPEED tool is unidimensional. The MFRM analysis demonstrated an excellent degree of infit and outfit for items and training sites, but not for persons. The MFRM analysis also estimated high reliability levels for items (0.98), training sites (0.95) and persons within training sites (ranging from 0.87 to 0.93 in each training sites). Overall, the registrars agreed that the educational environment had high quality, with most (13 out of 15) of the items rated above 4 out of 5.
This study demonstrated a high degree of validity and reliability of the SPEED tool for the measurement of the quality of the educational environment in a rural postgraduate GP training context. However, when applied in a new setting, the tool may not function as a multidimensional tool consistent with its theoretical grounding.
教育环境对学习至关重要，它是由社会互动决定的。学员满意度转化为职业承诺、保留和积极的职业态度，也是评估培训计划影响的一个重要因素。本研究旨在验证研究生教育环境扫描（SPEED）工具，并评估其在评估农村全科医生研究生教育环境质量方面的适宜性。
向全科医生注册医师发放包含 15 个项目的 SPEED 工具问卷，以了解他们对教育环境的看法。使用主成分分析（PCA）和探索性因子分析（EFA）根据仪器的内部结构收集其有效性的证据。使用多方面 Rasch 模型分析（MFRM）获得额外的有效性证据和可靠性估计。
共有 351 名注册医师完成了调查，应答率为 60%。使用主成分分析和探索性因子分析进行的平行分析表明，SPEED 工具是单维的。MFRM 分析表明，项目和培训地点的 infit 和 outfit 非常好，但人员的 infit 和 outfit 则不然。MFRM 分析还估计了项目（0.98）、培训地点（0.95）和培训地点内人员（每个培训地点内的人员从 0.87 到 0.93 不等）的高可靠性水平。总体而言，注册医师认为教育环境质量很高，15 个项目中的大多数（13 个）的评分高于 4 分（满分 5 分）。
本研究表明，SPEED 工具在测量农村全科医生研究生培训背景下的教育环境质量方面具有很高的有效性和可靠性。然而，当应用于新环境时，该工具可能无法像其理论基础所设想的那样作为多维工具发挥作用。
