Przymuszała Piotr, Cerbin-Koczorowska Magdalena, Marciniak-Stępak Patrycja, Zielińska-Tomczak Łucja, Piszczek Martyna, Jasiński Jan, Marciniak Ryszard
Chair and Department of Medical Education, Poznan University of Medical Sciences, 7 Rokietnicka St, 60-806, Poznan, Poland.
Department of Pediatric Oncology, Hematology and Transplantology, Poznan University of Medical Sciences, Poznan, Poland.
BMC Med Educ. 2021 Apr 1;21(1):190. doi: 10.1186/s12909-021-02626-7.
The Communication Skills Attitude Scale (CSAS) is a recognized tool for assessment of attitudes towards communication learning. In the original version, it consists of 26 items divided on theoretical assumptions into two subscales: Positive and Negative Attitudes Scales. However, the evidence for its structure seems unsatisfactory, and a simple division into positive and negative attitudes may be insufficient to describe attitudes of medical students towards communication learning. Moreover, the existing evidence of the test-retest reliability of the CSAS seems limited. Consequently, this study aimed to provide more evidence on its psychometric properties while validating the CSAS questionnaire in a cohort of Polish medical students.
The CSAS was translated, adapted into Polish, and validated in a cohort of 389 Polish medical students. Statistical analysis involved, among others, parallel analysis to determine the number of factors, confirmatory factor analysis to compare the proposed model with theory-based ones, and test-retest reliability analysis.
Conducted analysis revealed that in the examined population, the CSAS should rather consist of four than two subscales. Proposed four subscales addressed perceived outcomes of communication learning, positive and negative attitudes towards it (affective components), and factors motivating students to learn communication (a cognitive component of attitudes). Results of test-retest reliability were satisfactory for individual items and subscales.
This study presented a valid and reliable version of the Communication Skills Attitude Scale for Polish medical students and confirmed previous assumptions that CSAS may also be appropriate for assessment of affective and cognitive components of attitudes. Future research should, based on Ajzen's Theory of Planned Behavior, make attempts to develop a tool assessing not only attitudes but also subjective norms and perceived behavioral control.
沟通技能态度量表（CSAS）是一种公认的用于评估对沟通学习态度的工具。在原始版本中，它由26个项目组成，根据理论假设分为两个子量表：积极态度量表和消极态度量表。然而，其结构的证据似乎并不令人满意，简单地分为积极和消极态度可能不足以描述医学生对沟通学习的态度。此外，CSAS重测信度的现有证据似乎有限。因此，本研究旨在为其心理测量特性提供更多证据，同时在一组波兰医学生中验证CSAS问卷。
将CSAS翻译成波兰语并进行改编，然后在389名波兰医学生中进行验证。统计分析包括平行分析以确定因子数量、验证性因子分析以将提出的模型与基于理论的模型进行比较以及重测信度分析。
进行的分析表明，在所研究的人群中，CSAS应由四个而非两个子量表组成。提出的四个子量表涉及沟通学习的感知结果、对其的积极和消极态度（情感成分）以及激励学生学习沟通的因素（态度的认知成分）。单个项目和子量表的重测信度结果令人满意。
本研究提出了一个适用于波兰医学生的有效且可靠的沟通技能态度量表版本，并证实了先前的假设，即CSAS也可能适用于评估态度的情感和认知成分。未来的研究应基于阿詹的计划行为理论，尝试开发一种不仅能评估态度，还能评估主观规范和感知行为控制的工具。
