Department of Basic Medical Science (Microbiology Unit), College of Medicine, University of Bisha, Kingdom of Saudi Arabia. E-mail.
Saudi Med J. 2020 May;41(5):542-547. doi: 10.15537/smj.2020.5.25054.
To assess psychometric properties of team-based learning student assessment instrument (TBL-SAI) and TBL acceptance by student academic year.
A cross-sectional study was conducted at College of Medicine, University of Bisha, Bisha, Saudi Arabia, between February and May 2018. Students (n=109) from second- to fourth-year were scored on TBL-SAI scale (33-items). Principal axis factoring with varimax rotation was conducted on the scale to identify the emerged factors. Cronbach's alpha, item-total correlation were used to check the reliability and validity of the instrument.
Cronbach's alpha for the total scale was 0.798. The means scores of TBL-SAI scale and each subscale was favorable. On factoring analysis, 27-items of revised TBL-SAI scale were retained and 7 factors emerged. Factor 1 stands for TBL satisfaction; factors 2, 4, 5, 6 stand for TBL versus lecture preference, factors 3 and 7 stand for TBL accountability. The scale was positively correlated with each TBL favor subscale, ranged between 0.328 and 0.756. Year-4 students scored higher (p less than 0.001) on TBL-SAI compared to year-2 or year-3 students.
The revised TBL-SAI is valid and reliable tool to measure the favor of TBL. Longitudinal studies across all academic levels are recommended to provide a clearer picture of the students' acceptance rate of TBL.
评估团队学习学生评估工具（TBL-SAI）的心理测量学特性和学生年级对 TBL 的接受程度。
本横断面研究于 2018 年 2 月至 5 月在沙特阿拉伯比沙的比沙大学医学院进行。对二至四年级的学生（n=109）进行 TBL-SAI 量表（33 项）评分。对量表进行主轴因子分析和方差极大旋转，以确定出现的因素。使用克朗巴赫α系数和项目总分相关性来检查仪器的可靠性和有效性。
总量表的克朗巴赫α系数为 0.798。TBL-SAI 量表和每个子量表的平均得分均较好。在因子分析中，保留了修订后的 TBL-SAI 量表的 27 项，出现了 7 个因素。因素 1 代表 TBL 满意度；因素 2、4、5、6 代表 TBL 与讲座偏好，因素 3 和 7 代表 TBL 责任制。该量表与每个 TBL 支持子量表呈正相关，相关系数在 0.328 至 0.756 之间。与二或三年级学生相比，四年级学生的 TBL-SAI 得分更高（p 小于 0.001）。
修订后的 TBL-SAI 是一种有效的、可靠的工具，可用于衡量 TBL 的偏好。建议在所有学术水平上进行纵向研究，以更清楚地了解学生对 TBL 的接受率。
