Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile.
Facultad de Salud, Universidad de Tarapacá, Arica, Chile.
PLoS One. 2021 Apr 28;16(4):e0250739. doi: 10.1371/journal.pone.0250739. eCollection 2021.
Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students.
Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020.
A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach's α and McDonald's ω coefficients were over 0.70.
The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.
由于 COVID-19 大流行造成的健康危机，全球 2.2 亿大学生不得不停止面授教学，转向所谓的紧急远程教学，使用虚拟媒体，但准备不足。这种情况对学生群体及其对培训过程的满意度的影响尚不清楚，而且针对这种教学背景，没有经过具体有效性和可靠性研究支持的工具。这就是为什么本研究旨在分析应用于智利健康科学专业学生的远程教学满意度量表的心理测量特性。
通过调查进行定量研究。我们对 1006 名通过方便抽样选择的健康职业大学生进行了调查。他们来自六所智利大学，分布在 3020 公里的范围内，学习 7 种不同的专业。女性占 78.53%。他们在线回答远程教学满意度量表，以评估他们对 2020 年第一个紧急远程教学学期的看法。
对项目的描述性分析显示，对教学的评价是中等偏上的。验证性因素分析表明，理论上的四个因素模型与所获得的数据有较好的适配（CFI=0.959；TLI=0.953；RMSEA=0.040）。各因素之间的相关性在 r=0.21 到 r=0.69 之间波动。测量不变性分析支持结构、度量和部分标度模型。在比较一年级学生和高年级学生时，发现四个因素中的三个存在差异。最后，Cronbach's α 和 McDonald's ω 系数均超过 0.70。
结果显示，远程教学满意度量表具有初步的心理测量证据，支持其在评估智利健康职业学生学术满意度方面的有效性和可靠性。同样，也可以看出，一年级学生对所实施的教学表现出更高的满意度。
