Health Department, Universidad Nacional de La Matanza, San Justo, Buenos Aires Province, Argentina.
Family and Community Medicine Division, Hospital Italiano de Buenos Aires, Buenos Aires, Federal District, Argentina.
BMJ Evid Based Med. 2023 Apr;28(2):89-94. doi: 10.1136/bmjebm-2021-111888. Epub 2022 Sep 23.
To translate and culturally adapt the tool 'Assessing Competency in evidence-based medicine (EBM)' (ACE) to Spanish and to implement it in a cohort of medical students for the evaluation of the instrument's psychometric properties.
Bilingual translators produced a translation and backtranslation of the original instrument, with interim consensus in each stage with oversight and input by a group of experts. We then performed cognitive interviews to adapt the wording of the tool culturally. Finally, we implemented the final version in a cohort of medical students on a virtual general practice course with EBM modules.
Medical School in Buenos Aires, Argentina. Due to restrictions to in-person teaching during the COVID-19 pandemic, we conducted this study in the context of virtual learning.
We included 125 fourth and fifth-year medical students.
We measured internal consistency with the Kuder-Richardson coefficient (>0.6 as a threshold for reliability) and construct validity through a Pearson's correlation between the examinations carried out with the translated instrument and the results of the regular examinations of EBM in the same students (expected values of at least 0.3 to 0.7). We also compared the total score of the instrument of fifth-year students to fourth-year students.
As for measurements for internal consistency, the coefficient Kuder-Richardson resulted in a value of 0.268, below our prespecified threshold. For construct validity, the Pearson correlation between the sum of the items and regular examinations was 0.139, also below our prespecified threshold. However, fifth-year students averaged 0.94 points more than fourth-year students (95% CI 0.24 more to 1.65 more).
The translated and cross-culturally adapted version of the ACE tool into Spanish had low reliability and validity in an MBE course taught and evaluated in a virtual environment.
Not applicable.
将评估循证医学能力工具（ACE）翻译并文化调适为西班牙语，并将其应用于医学生队列中，以评估工具的心理测量学特性。
双语翻译人员制作了原始工具的翻译和回译，每个阶段都有专家组的监督和投入，以达成中期共识。然后，我们进行认知访谈以对工具的措辞进行文化调适。最后，我们在一门带有循证医学模块的虚拟普通医学课程中，将最终版本应用于医学生队列。
阿根廷布宜诺斯艾利斯的一所医学院。由于在 COVID-19 大流行期间对面对面教学的限制，我们在虚拟学习的背景下进行了这项研究。
我们纳入了 125 名四五年级的医学生。
我们使用 Kuder-Richardson 系数（>0.6 为可靠性阈值）衡量内部一致性，通过翻译工具与同一学生的常规循证医学考试结果之间的 Pearson 相关来衡量结构有效性（至少 0.3 至 0.7 的预期值）。我们还比较了五年级学生和四年级学生的工具总分。
就内部一致性测量而言，Kuder-Richardson 系数的值为 0.268，低于我们预先指定的阈值。对于结构有效性，项目总和与常规考试之间的 Pearson 相关性为 0.139，也低于我们预先指定的阈值。然而，五年级学生的平均得分比四年级学生高出 0.94 分（95%CI 0.24 至 1.65 分）。
在虚拟环境中教授和评估的基于 MBE 的课程中，将 ACE 工具翻译成西班牙语并进行文化调适后，其可靠性和有效性较低。
不适用。
