Dataset Information

The validity and reliability of a problem-based learning implementation questionnaire.

ABSTRACT:

Purpose

The aim of this paper is to provide evidence for the validity and reliability of a questionnaire for assessing the implementation of problem-based learning (PBL). This questionnaire was developed to assess the quality of PBL implementation from the perspective of medical school graduates.

Methods

A confirmatory factor analysis was conducted to assess the validity of the questionnaire. The analysis was based on a survey of 225 graduates of a problem-based medical school in Indonesia.

Results

The results showed that the confirmatory factor analysis model had a good fit to the data. Further, the values of the standardized loading estimates, the squared inter-construct correlations, the average variances extracted, and the composite reliabilities all provided evidence of construct validity.

Conclusion

The PBL implementation questionnaire was found to be valid and reliable, making it suitable for evaluation purposes.

SUBMITTER: Patria B

PROVIDER: S-EPMC4536356 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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Publications

The validity and reliability of a problem-based learning implementation questionnaire.

Patria Bhina B

Journal of educational evaluation for health professions 20150608

<h4>Purpose</h4>The aim of this paper is to provide evidence for the validity and reliability of a questionnaire for assessing the implementation of problem-based learning (PBL). This questionnaire was developed to assess the quality of PBL implementation from the perspective of medical school graduates.<h4>Methods</h4>A confirmatory factor analysis was conducted to assess the validity of the questionnaire. The analysis was based on a survey of 225 graduates of a problem-based medical school in ...[more]

PMID: 26072901

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Project description:BACKGROUND: Teaching and learning of clinical skills for undergraduate medical students usually takes place during the clinical clerkship. Therefore, it is of vital importance to ensure the effectiveness of the rotations within this clerkship. The aims of this study were to develop an instrument that measures the effectiveness of the clinical learning environment, to determine its factor structure, and to find first evidence for the reliability and validity of the total scale and the different factors. METHODS: The Clinical Learning Evaluation Questionnaire (CLEQ) is an instrument, consisting of 40 items, which have been developed after consideration of the results of a qualitative study that investigated the important factors influencing clinical learning, both from the perspective of students, as well as teachers. Results of relevant literature that investigated this issue were also incorporated in the CLEQ. This instrument was administered to a sample of students (N = 182) from three medical colleges in Riyadh city, the capital of Saudi Arabia. The factor structure of the CLEQ (Principal component analysis, Oblimin rotation) and reliability of the factor scales (Cronbach's ?) were determined. Hypotheses concerning the correlations between the different factors were tested to investigate their convergent and divergent validity. RESULTS: One hundred and nine questionnaires were returned. The factor analysis yielded six factors: F1 Cases (8 items), F2 Authenticity of clinical experience (8 items), F3 Supervision (8 items), F4 Organization of the doctor-patient encounter (4 items), F5 Motivation to learn (5 items), and F6 Self awareness (4 items). The overall internal consistency (?) of the CLEQ was 0.88, and the reliabilities (Cronbach's ?) of the six factors varied from .60 to .86. Hypotheses concerning the correlations between the different factors were partly confirmed, which supported the convergent validity of the factors, but not their divergent validity. Significant differences were found between the scores of the students of the three different schools on the factors Supervision and Organization of patient-doctor encounter. CONCLUSIONS: The results of this study demonstrated that CLEQ is a multidimensional and reliable instrument. It can be utilized as an evaluation tool for clinical teaching activities, both by educators as well as students. Further research is needed into the validity of the CLEQ.

Project description:The quality of patients' recovery following surgery and anesthesia has been a matter of focus and concern over the past decade. The Quality of Recovery-40 (QoR-40) questionnaire was developed and validated for post-anesthesia patient evaluation. The QoR-40, however, is English-based and was tested and validated in Caucasian patients, a population that is culturally and behaviorally different from the Thai population. The objective of this study was to translate and modify the original English-language QoR-40 into the Thai language and evaluate the Quality of Recovery-35 Thai version for measuring health outcomes in Thai patients after surgery and anesthesia.Translation was performed according to internationally recognized translation standards to ensure the integrity of the translated version. Consistent with the recommendations of 25 anesthesiologists, five questions from the original QoR-40 were excluded. The 35-item questionnaire was then translated into the Thai language and renamed the Quality of Recovery-35 Thai version (Thai QoR-35). Overall, 43 outpatients and 53 inpatients rated their health and recovery status using three patient evaluation tools: 100-mm Visual Analogue Scale-Recovery (VAS-R), six-item Activities of Daily Living (ADL) questionnaire, and Thai QoR-35.Overall, 90 % of patients took <10 min to complete the Thai QoR-35 questionnaire. The Thai QoR-35 and VAS-R showed good convergent validity (r = 0.84, P < 0.001). Discrimination validity was supported by a significant difference in mean scores for recovery among the Thai QoR-35, VAS-R, and ADL when compared between outpatients and inpatients (P < 0.01) and also between baseline and postoperative values (P < 0.001). The Thai QoR-35 also demonstrated good reliability with high internal consistency at three time points (Cronbach's alpha = 0.88, 0.89, 0.91, respectively; P < 0.01) and a split-half reliability coefficient of 0.65 (P < 0.001).Thai QoR-35 is a valid, reliable tool for evaluating quality of recovery in Thai patients.

Dataset Information

The validity and reliability of a problem-based learning implementation questionnaire.

Purpose

Methods

Results

Conclusion

Publications

The validity and reliability of a problem-based learning implementation questionnaire.

Similar Datasets

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