University of Arizona College of Pharmacy, 1295 N. Martin Ave., PO Box 210202, Tucson, AZ 85721, United States.
Curr Pharm Teach Learn. 2022 May;14(5):552-560. doi: 10.1016/j.cptl.2022.04.015. Epub 2022 May 6.
The psychometric properties of instruments used to capture student pharmacists' perspectives of teamwork have not been well assessed. This study measured the reliability and validity of an instrument designed to assess teamwork experiences among student pharmacists in a quality improvement (QI) class at one United States pharmacy school.
The psychometric properties of a previously conducted 17-item questionnaire (response options: "strongly agree," "agree," "disagree," or "strongly disagree") about second-year student pharmacists' teamworking experiences were assessed. A Rasch rating scale model was used to construct measures of teamwork experience. Principal component analysis (PCA) assessed unidimensionality. Item- and person-fit statistics were assessed. Construct and content validity and reliability were estimated utilizing student and item separation indices (SI) and reliability coefficients (RC).
Sixty student pharmacists were included. PCA conveyed a unidimensional construct. Four items with infit and outfit mean-squared values outside the suggested range were removed. Item responses "disagree" and "strongly disagree" were merged to improve scale functionality. The average person measure was 1.74 ± 2.03 logits. Student and item RC were 0.81 (SI = 2.04) and 0.97 (SI = 2.17), respectively. The easiest item endorsed was team's ability to reach consensus, while the most difficult item was interest to do collaborative work again. Mismatch of student experience and item difficulty level on the continuum scale suggested additional items are needed to match student teamwork experience.
The instrument demonstrated evidence of reliability and validity to measure student pharmacists' teamwork experience in a QI class, but additional instrument modifications are recommended.
用于捕捉学生药剂师对团队合作看法的工具的心理测量学特性尚未得到很好的评估。本研究测量了一种仪器的可靠性和有效性，该仪器旨在评估一所美国药学院的质量改进 (QI) 课程中学生药剂师的团队合作经验。
评估了先前进行的一项关于二年级学生药剂师团队合作经验的 17 项问卷（回答选项：“强烈同意”、“同意”、“不同意”或“强烈不同意”）的心理测量学特性。使用 Rasch 评级量表模型构建团队合作经验的度量标准。主成分分析 (PCA) 评估了单维性。评估项目和人员拟合统计数据。利用学生和项目分离指数 (SI) 和可靠性系数 (RC) 估计构建和内容有效性和可靠性。
共有 60 名学生药剂师参与。PCA 传达了一个单一维度的结构。四个项目的内特和外特均方值超出建议范围，因此被删除。将项目回答“不同意”和“强烈不同意”合并以改善量表功能。平均个人衡量标准为 1.74 ± 2.03 对数。学生和项目 RC 分别为 0.81（SI=2.04）和 0.97（SI=2.17）。最容易赞同的项目是团队达成共识的能力，而最难的项目是再次合作的兴趣。学生体验与项目难度水平在连续体量表上的不匹配表明需要额外的项目来匹配学生的团队合作体验。
该工具证明了在 QI 课程中测量学生药剂师团队合作经验的可靠性和有效性，但建议对仪器进行进一步修改。
