Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada.
Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, ON, Canada.
Perspect Med Educ. 2019 Jun;8(3):167-176. doi: 10.1007/s40037-019-0511-8.
Health professionals are increasingly expected to foster and lead initiatives to improve the quality and safety of healthcare. Consequently, health professions education has begun to integrate formal quality improvement (QI) training into their curricula. Few instruments exist in the literature that adequately and reliably assess QI-related competencies in learners without the use of multiple, trained raters in the context of healthcare. This paper describes the development and psychometric evaluation of the Beliefs, Attitudes, Skills, and Confidence in Quality Improvement (BASiC-QI) instrument, a 30-item self-assessment tool designed to assess knowledge, skills, and attitudes towards QI.
Sixty first-year medical student participants completed the BASiC-QI and the Quality Improvement Knowledge Application Tool (QIKAT-R) prior to and immediately following a QI program that challenged learners to engage QI concepts in the context of their own medical education. Measurement properties of the BASiC-QI tool were explored through an exploratory factor analysis and generalizability study. Convergent validity was examined through correlations between BASiC-QI and QIKAT-R scores.
Psychometric evaluation of BASiC-QI indicated reliability and validity evidence based on internal structure. Analyses also revealed that BASiC-QI scores were positively correlated with the scores from the QIKAT-R, which stands an indicator of convergent validity.
BASiC-QI is a multidimensional self-assessment tool that may be used to assess beliefs, attitudes, skills, and confidence towards QI. In comparison with existing instruments, BASiC-QI does not require multiple raters or scoring rubrics, serving as an efficient, reliable assessment instrument for educators to examine the impact of QI curricula on learners.
健康专业人员越来越被期望培养和领导各项举措，以提高医疗保健的质量和安全性。因此，健康专业教育已经开始将正式的质量改进（QI）培训纳入其课程。在医疗保健背景下，很少有文献中的工具能够在不使用多个经过培训的评分者的情况下，充分可靠地评估学习者的与 QI 相关的能力。本文描述了信念、态度、技能和质量改进信心（BASiC-QI）工具的开发和心理计量学评估，这是一个 30 项自我评估工具，旨在评估对质量改进的知识、技能和态度。
60 名一年级医学生在参加质量改进计划之前和之后完成了 BASiC-QI 和质量改进知识应用工具（QIKAT-R），该计划挑战学习者在自己的医学教育背景下运用 QI 概念。通过探索性因素分析和可概括性研究探讨了 BASiC-QI 工具的测量特性。通过 BASiC-QI 和 QIKAT-R 得分之间的相关性来检验收敛效度。
BASIC-QI 的心理计量学评估表明，基于内部结构的可靠性和有效性证据。分析还表明，BASiC-QI 得分与 QIKAT-R 的得分呈正相关，这表明存在收敛效度。
BASiC-QI 是一个多维的自我评估工具，可用于评估对质量改进的信念、态度、技能和信心。与现有工具相比，BASiC-QI 不需要多个评分者或评分标准，是教育工作者评估质量改进课程对学习者影响的有效、可靠的评估工具。
