Assarroudi Abdolghader, Zardosht Roghayeh
Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran.
Department of Operative Room, School of Paramedical, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran.
Iran J Nurs Midwifery Res. 2023 Sep 8;28(5):581-586. doi: 10.4103/ijnmr.ijnmr_324_21. eCollection 2023 Sep-Oct.
Students are a significant source of data for the evaluation of clinical instructors' performance. This study was undertaken with the aim of adaptation and validation of the Persian version of the Maastricht Clinical Teaching Questionnaire (MCTQ). The main objective of the researchers in this study was to evaluation the psychometric properties of the Persian version of the Maastricht Clinical Training Questionnaire (P-MCTQ) in Iran, considering cultural and social differences.
This methodological study was conducted from 2019 to 2021 at four teaching hospitals affiliated with Sabzevar University of Medical Sciences, Iran. Qualitative and quantitative face and content validity, and construct validity methods were used for the validity evaluation. Stability and internal consistency methods were used, respectively, for the reliability evaluation of the questionnaire. Exploratory Factor Analysis (EFA) stage, 264 students studying in the fields of nursing, midwifery, anesthesiology, operating room, emergency medicine, and laboratory sciences completed the P-MCTQ.
The value of scale-content validity index (0.92) is indicative of the overall content validity of the questionnaire. EFA extracted a single-factor structure that could explain the overall variance of the clinical education structure at about 76.61%. The alfa and intraclass correlation values were equal to 0.98 and 0.82, respectively, indicating the excellent internal consistency and high overall stability of the questionnaire.
The P-MCTQ is a valid and reliable tool for the evaluation of the teaching performance of clinical instructors.
学生是评估临床教师表现的重要数据来源。本研究旨在对波斯语版的马斯特里赫特临床教学问卷（MCTQ）进行改编和验证。考虑到文化和社会差异，本研究中研究人员的主要目标是评估波斯语版马斯特里赫特临床培训问卷（P-MCTQ）在伊朗的心理测量特性。
本方法学研究于2019年至2021年在伊朗萨卜泽瓦尔医科大学附属的四家教学医院进行。采用定性和定量的表面效度和内容效度以及结构效度方法进行效度评估。分别采用稳定性和内部一致性方法对问卷进行信度评估。在探索性因子分析（EFA）阶段，264名护理、助产、麻醉学、手术室、急诊医学和实验室科学领域的学生完成了P-MCTQ。
量表内容效度指数的值（0.92）表明问卷具有整体内容效度。EFA提取了一个单因素结构，该结构可以解释临床教育结构总体方差的约76.61%。α值和组内相关值分别等于0.98和0.82，表明问卷具有出色的内部一致性和较高的整体稳定性。
P-MCTQ是评估临床教师教学表现的有效且可靠的工具。
