College of Dentistry and Dental Clinics, The University of Iowa, Iowa City, Iowa, USA.
Gerodontology at the National and Kapodistrian, University of Athens, Athens, Greece.
J Dent Educ. 2020 Aug;84(8):895-901. doi: 10.1002/jdd.12145. Epub 2020 Mar 12.
PURPOSES/OBJECTIVES: Few tools assess the dental school clinical learning environment from students' perspectives. Considering previous efforts to validate the Dental Education Clinical Learning Instrument (DECLEI) in the United States, the goal of this study was to look for the fewest number of items that accounted for the most amount of variability in responses and/or had the highest correlation to the total DECLEI score using a larger, multi-center sample.
The DECLEI was distributed to 286 students in two dental schools (University of Iowa and University of Texas at Houston) during the 2017-2018 academic year. Two alternative methods were applied. In the first approach, all 24-items were regressed on the total composite score using a forward conditional method. In the second approach, the item-total correlation for the full scale was calculated and then items with relatively poor coefficients were eliminated. A cutoff of 0.30 or less was used.
The first approach, Total R2 by Regression Model, produced a 9-item scale accounting for 90% of the variance in total score and a Cronbach's α coefficient of 0.79. The second approach, Item-Total Correlation, produced a larger scale (20 items), as well as a higher Cronbach's α coefficient of 0.89. The instrument also presented appropriate sensitivity to measure differences between race groups and school of origin.
DECLEI may have the potential to be used as an instrument to measure clinical learning environments for U.S. dental students using either a smaller, concise scale (Mini DECLEI-USA) or a larger (DECLEI-USA), more thorough scale.
目的/目标：很少有工具从学生的角度评估牙科学院的临床学习环境。考虑到之前在美国验证牙科教育临床学习工具（DECLEI）的努力，本研究的目的是使用更大的多中心样本，寻找能够解释最多反应差异或与 DECLEI 总分相关性最高的最少数量的项目。
在 2017-2018 学年，向两所牙科学院（爱荷华大学和休斯顿德克萨斯大学）的 286 名学生分发了 DECLEI。应用了两种替代方法。在第一种方法中，使用正向条件方法将所有 24 个项目回归到总综合得分。在第二种方法中，计算了全尺度的项目总分相关性，然后消除了相关性相对较差的项目。使用 0.30 或更低的截止值。
第一种方法，回归模型的总 R2，产生了一个 9 项量表，占总分方差的 90%，克朗巴赫的 α 系数为 0.79。第二种方法，项目-总分相关性，产生了一个更大的量表（20 项），以及更高的克朗巴赫的 α 系数为 0.89。该工具还具有适当的敏感性，可以衡量种族群体和学校来源之间的差异。
DECLEI 可能有潜力在美国牙科学生中用作测量临床学习环境的工具，使用较小的、简洁的量表（Mini DECLEI-USA）或较大的（DECLEI-USA）、更全面的量表。
