Agossa Kevimy, Sy Kadiatou, Pinçon Claire, Nicolas Thomas, Catteau Céline, Blaizot Alessandra, Dubar Marie
Department of Periodontology, School of Dentistry, CHU Lille, Univ. Lille, Lille, France.
Department of Restorative Dentistry and Endodontics, School of Dentistry, CHU Lille, Univ. Lille, Lille, France.
Eur J Dent Educ. 2022 Feb;26(1):106-115. doi: 10.1111/eje.12677. Epub 2021 Feb 15.
The aim of this study was to provide a reliable instrument to assess evidence-based practice (EBP) dimensions in French-speaking dental students. To do so, a transcultural adaptation into French of the self-administered KACE questionnaire (Knowledge, Attitude, Access and Confidence Evaluation) and the evaluation of its psychometric properties in a sample of French dental students and teachers were performed. The effects of individual and academic factors on student performance in the KACE were also investigated.
Teachers and fourth-year students completed once the translated KACE and fifth-year students completed twice the questionnaire before and after an epidemiology course. Cronbach's alpha coefficient analysis, Kruskal-Wallis and post hoc Dunn's tests, paired samples Wilcoxon tests and a generalised linear mixed model were performed to assess the psychometric properties (reliability, internal consistency, discriminant validity and responsiveness) of the questionnaire and to identify the factors associated with KACE scores, respectively.
186 participants completed the survey. Cronbach's alpha ranged from 0.06 to 0.48 for Knowledge, 0.21 to 0.59 for Attitude, 0.42 to 0.76 for Access and 0.82 to 0.93 for Confidence. The discriminant value and sensitivity of the French KACE revealed significant differences amongst students and teachers and accurately identified the effect the training course had on the students who had completed it. Preparing for a residency programme or having received add-on modules in science improved the students' performance in the test. Being female negatively impacted the KACE Confidence score.
This version of the KACE is appropriate to assess EBP dimensions in French dental students. Academic background and gender may affect test performance.
本研究旨在提供一种可靠的工具，以评估法语区牙科学生的循证实践（EBP）维度。为此，对自我管理的KACE问卷（知识、态度、获取途径和信心评估）进行了法语的跨文化改编，并在一组法语区牙科学生和教师样本中对其心理测量特性进行了评估。还研究了个体因素和学术因素对学生在KACE测试中表现的影响。
教师和四年级学生完成一次翻译后的KACE问卷，五年级学生在流行病学课程前后各完成一次该问卷。进行了克朗巴赫α系数分析、Kruskal-Wallis检验和事后邓恩检验、配对样本威尔科克森检验以及广义线性混合模型，以分别评估问卷的心理测量特性（信度、内部一致性、区分效度和反应性），并确定与KACE分数相关的因素。
186名参与者完成了调查。知识维度的克朗巴赫α系数范围为0.06至0.48，态度维度为0.21至0.59，获取途径维度为0.42至0.76，信心维度为0.82至0.93。法语版KACE的区分值和敏感性显示，学生和教师之间存在显著差异，并准确识别了培训课程对完成课程的学生的影响。准备住院医师培训计划或接受过科学附加模块学习的学生在测试中的表现有所提高。女性对KACE信心分数有负面影响。
此版本的KACE适用于评估法语区牙科学生的EBP维度。学术背景和性别可能会影响测试成绩。
