Nejadkoorki Hamid, Norouzi Ali, Salajegheh Faranak, Salajegheh Mahla
Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran.
Education Development Center, Zanjan University of Medical Sciences, Zanjan, Iran.
J Educ Health Promot. 2024 Jan 22;12:434. doi: 10.4103/jehp.jehp_1528_22. eCollection 2023.
The Maastricht Clinical Teaching Questionnaire is a valid and reliable instrument for measuring the quality of clinical teaching. This study was aimed at translation and psychometric evaluation of the Persian version of this questionnaire to evaluate clinical teaching based on the cognitive apprenticeship model.
The translation of the questionnaire was performed according to Guillemins framework. Reliability was examined by calculating Cronbach's alpha coefficient. Confirmatory factor analysis was studied among 120 medical students. Content validity was assessed by calculating the content validity index and content validity ratio. Face validity was evaluated by conducting interviews with students using concurrent verbal probing and thinking aloud.
Cronbach's alpha coefficient for the whole scale was 0.95. The content validity index was 0.92, and the content validity ratio was 0.82. Confirmatory factor analysis resulted in a seven-factor model and demonstrated an adequate fit with the data.
The Persian version of the Maastricht Clinical Teaching Questionnaire with seven factors including modeling, coaching, scaffolding, articulation, reflection, exploration, and learning environment appears to be a valid and reliable instrument for the evaluation of clinical teaching in Iranian universities of medical sciences.
马斯特里赫特临床教学问卷是一种用于衡量临床教学质量的有效且可靠的工具。本研究旨在对该问卷的波斯语版本进行翻译和心理测量学评估，以基于认知学徒模型评估临床教学。
问卷的翻译按照吉耶曼框架进行。通过计算克朗巴哈系数来检验信度。对120名医学生进行验证性因素分析。通过计算内容效度指数和内容效度比率来评估内容效度。通过使用同步言语探查和大声思考对学生进行访谈来评估表面效度。
整个量表的克朗巴哈系数为0.95。内容效度指数为0.92，内容效度比率为0.82。验证性因素分析得出一个七因素模型，并表明与数据拟合良好。
包含示范、指导、支架搭建、清晰表达、反思、探索和学习环境这七个因素的马斯特里赫特临床教学问卷波斯语版本似乎是伊朗医学科学大学评估临床教学的有效且可靠的工具。
