Arora Anish Kumar, Myers Jeff, Apramian Tavis, Kulasegaram Kulamakan, Bainbridge Daryl, Seow Hsien
Office of Education Scholarship, Department of Family and Community Medicine, University of Toronto, Toronto, ON, Canada.
Family Medicine Education Research Group, McGill University, Montreal, QC, Canada.
J Educ Eval Health Prof. 2025;22:5. doi: 10.3352/jeehp.2025.22.5. Epub 2025 Jan 16.
To generate Cronbach's alpha and further mixed methods construct validity evidence for the Blended Learning Usability Evaluation-Questionnaire (BLUE-Q).
Forty interprofessional clinicians completed the BLUE-Q after finishing a 3-month long blended learning professional development program in Ontario, Canada. Reliability was assessed with Cronbach's α for each of the 3 sections of the BLUE-Q and for all quantitative items together. Construct validity was evaluated through the Grand-Guillaume-Perrenoud et al. framework, which consists of 3 elements: congruence, convergence, and credibility. To compare quantitative and qualitative results, descriptive statistics, including means and standard deviations for each Likert scale item of the BLUE-Q were calculated.
Cronbach's α was 0.95 for the pedagogical usability section, 0.85 for the synchronous modality section, 0.93 for the asynchronous modality section, and 0.96 for all quantitative items together. Mean ratings (with standard deviations) were 4.77 (0.506) for pedagogy, 4.64 (0.654) for synchronous learning, and 4.75 (0.536) for asynchronous learning. Of the 239 qualitative comments received, 178 were identified as substantive, of which 88% were considered congruent and 79% were considered convergent with the high means. Among all congruent responses, 69% were considered confirming statements and 31% were considered clarifying statements, suggesting appropriate credibility. Analysis of the clarifying statements assisted in identifying 5 categories of suggestions for program improvement.
The BLUE-Q demonstrates high reliability and appropriate construct validity in the context of a blended learning program with interprofessional clinicians, making it a valuable tool for comprehensive program evaluation, quality improvement, and evaluative research in health professions education.
生成克朗巴哈系数（Cronbach's alpha），并进一步为混合式学习可用性评估问卷（BLUE-Q）提供混合方法构建效度证据。
40名跨专业临床医生在加拿大安大略省完成了为期3个月的混合式学习专业发展项目后，填写了BLUE-Q。使用克朗巴哈系数（Cronbach's α）对BLUE-Q的3个部分以及所有定量项目进行可靠性评估。通过Grand-Guillaume-Perrenoud等人的框架评估构建效度，该框架由一致性、收敛性和可信度3个要素组成。为了比较定量和定性结果，计算了描述性统计数据，包括BLUE-Q每个李克特量表项目的均值和标准差。
教学可用性部分的克朗巴哈系数（Cronbach's α）为0.95，同步模式部分为0.85，异步模式部分为0.93，所有定量项目的总和为0.96。教学法的平均评分（标准差）为4.77（0.506），同步学习为4.64（0.654），异步学习为4.75（0.536）。在收到的239条定性评论中，178条被确定为实质性评论，其中88%被认为具有一致性，79%被认为与高均值具有收敛性。在所有一致的回复中，69%被认为是确认性陈述，31%被认为是澄清性陈述，表明具有适当的可信度。对澄清性陈述的分析有助于确定5类项目改进建议。
在跨专业临床医生的混合式学习项目中，BLUE-Q显示出高可靠性和适当的构建效度，使其成为健康职业教育中综合项目评估、质量改进和评估研究的有价值工具。
