Guraya Shaista Salman, Clarke Eric, Sadeq Asil, Smith Mary, Hand Sinead, Doyle Frank, Kearney Grainne, Harbinson Mark, Ryan Aine, Boland Fiona, Bensaaud Abdelsalam, Guraya Salman Yousuf, Harkin Denis W
Institute of Learning, Mohammad Bin Rashid University, Dubai, United Arab Emirates.
Centre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Front Med (Lausanne). 2024 May 14;11:1382903. doi: 10.3389/fmed.2024.1382903. eCollection 2024.
Teaching professionalism is a fundamental aspect of medical undergraduate education, delivering important domains of professional attitudes, ethics, and behaviors. The effects of educational interventions can be assessed by measuring the change in such domains, but validated assessment tools for these professionalism domains are lacking. In this study, we constructed and conducted expert validation of a modified theory of planned behavior (TPB) questionnaire to assess changes in professional behaviors (PBs) in medical students.
To validate that, we modified an existing TPB questionnaire, and an 18-item questionnaire was subjected to expert panel evaluation using the content validation method. The clarity and relevance of items were assessed using a four-point rating scale (i.e., 1 = not relevant to 4 = highly relevant). Ratings of experts and free-text comments were analyzed. Quantitative evaluation of relevance and clarity was undertaken through analyses of the Item-level Content Validity Index (I-CVI) and Scale-level Content Validity Index (S-CVI). A qualitative assessment of the comments of experts was conducted to refine items, any disagreements were discussed, and a consensus decision was developed among authors for item changes.
Quantitative evaluation of the Item-level Content Validity Index (I-CVI) scored 0.9-1 for relevance and 0.7-1 for clarity. Qualitative evaluation resulted in (i) changes to the wording of items (e.g., choices such as "worthless/worthwhile" were replaced with "not important/important"); and (ii) suggestion of the addition of social media in the construct of subjective norms.
The proposed tool exhibits content validity and can assess TPB constructs in professionalism education. This study of content validity may help to ensure the modified TPB questionnaire accurately measures the TPB constructs, ensuring its effectiveness in accurately measuring the TPB constructs for PB in diversified educational medical institutions.
教授职业素养是医学本科教育的一个基本方面，它涵盖了职业态度、伦理和行为等重要领域。教育干预的效果可以通过测量这些领域的变化来评估，但目前缺乏针对这些职业素养领域的经过验证的评估工具。在本研究中，我们构建并进行了专家验证的改良版计划行为理论（TPB）问卷，以评估医学生职业行为（PB）的变化。
为了验证这一点，我们修改了现有的TPB问卷，并使用内容验证方法对一份包含18个条目的问卷进行了专家小组评估。使用四点量表（即1 = 不相关至4 = 高度相关）评估条目的清晰度和相关性。分析专家的评分和自由文本评论。通过分析条目级内容效度指数（I-CVI）和量表级内容效度指数（S-CVI）对相关性和清晰度进行定量评估。对专家评论进行定性评估以完善条目，讨论任何分歧，并由作者之间达成关于条目更改的共识决定。
条目级内容效度指数（I-CVI）的定量评估在相关性方面得分为0.9 - 1，在清晰度方面得分为0.7 - 1。定性评估导致：（i）条目的措辞更改（例如，“无价值/有价值”等选择被替换为“不重要/重要”）；以及（ii）建议在主观规范的结构中添加社交媒体。
所提出的工具具有内容效度，可用于评估职业素养教育中的TPB结构。这项内容效度研究可能有助于确保改良后的TPB问卷准确测量TPB结构，确保其在准确测量多样化教育医疗机构中PB的TPB结构方面的有效性。
