scholarly journals Empathy in Undergraduate Medical Students of Bangladesh: Psychometric Analysis and Differences by Gender, Academic Year, and Specialty Preferences

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Asma Mostafa ◽  
Rozina Hoque ◽  
Mohammad Mostafa ◽  
Md. Mashud Rana ◽  
Faisal Mostafa
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Medical Curriculum ◽  
Principal Component Factor Analysis ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Undergraduate Medical Students ◽  
Cronbach’S Alpha ◽  
Medical College ◽  
Cronbach's Alpha

Empathy is considered to be associated with better patient compliance, satisfaction, and clinical outcomes. The aim of the study is to measure and examine empathy among a sample of undergraduate medical students of Bangladesh. It was a cross-sectional study and all the medical students of first through fifth year enrolled at Chattagram Maa-O-Shishu Hospital Medical College during the study period of 2014 were surveyed. Participants anonymously completed the Jefferson Scale of Empathy Medical Student version translated into Bengali language, a valid and reliable 20-item self-administered questionnaire. Principal component factor analysis with varimax rotation and Cronbach’s alpha coefficient were calculated to check validity and reliability of the scale. ANOVA was used to examine the differences in empathy between gender, academic years, and specialty preferences. The mean empathy score was 110.41 ± 13.59. Cronbach’s alpha coefficient was 0.88. There were significant associations between gender and empathy scores. The level of empathy in medical students gradually increases after clinical training in medical college. A nonsignificant difference was found between empathy scores and specialty preferences. It is suggested that the medical curriculum in Bangladesh should include more extensive program to promote empathy and other humanistic values among the medical students.

scholarly journals Tradução, adaptação transcultural e validação da Escala de Exposição às Humanidades em estudantes de medicina

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Ilse Seubert Coelho Vieira ◽  
Nathália Irffi Carvalho ◽  
Antonio Carlos de Castro Toledo Júnior ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Statistical Tests ◽  
Social Activity ◽  
Female Gender ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Final Version ◽  
Cronbach's Alpha

Abstract: Introduction: The humanities are associated with the improvement of medical students’ personal qualities. To date, there are no research instruments that quantify the exposure of medical students have to the humanities. Hence, the availability of a questionnaire with such characteristics in Brazilian Portuguese sets a precedent for the planning and implementation of educational strategies and policies addressing this topic. Objective: to translate and transculturally adapt the “HUMANITIES SCORE (LIFE EXPERIENCES + ATTITUDES) questionnaire, determine its validity and reliability, as well as identify the type of exposure to the humanities of the assessed population. Method: The original version of the questionnaire, written in English, was translated according to what is recommended by the specialized literature, with the addition of some activities in the humanities field, as per the original authors’ suggestion. The translated instrument underwent a pre-test with 31 medical students for semantic validation, followed by the application of its final version to 258 students. The exploratory and the confirmatory factorial analyses were applied to assess the instrument with its internal consistency was checked with Cronbach’s Alpha coefficient. Result: The final questionnaire was administered to the students to verify their type of exposure to the humanities. After the statistical tests were carried out, the final version of the instrument, named “Escala de Exposição às Humanidades” (EEH), included 17 items with Likert-scale responses with five options each, and obtained a Cronbach’s alpha of 0.689. The mean score of the students’ exposure was 1.72 ± 0.37, being influenced by the period at medical school, the number of volunteer social activity experiences, the participation in religious groups, the practice of meditation, and the involvement in political activities. Variables such as female gender, engagement in previous actions related to the humanities before starting medical school and in religious ceremonies positively influenced the students’ opinion about the importance of the humanities for the medical curriculum. Conclusion: The EEH demonstrated reliability in its structure and content, allowing correlations between the students’ exposure to humanities and their opinion about the importance of human sciences in the medical curriculum. It constitutes the first instrument that aims at measuring the humanities exposure rate in Brazil; however, further studies must be carried out, to better validate the instrument.

scholarly journals The development and validation of a questionnaire to explore medical students’ learning in a blended learning environment

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Rouba Ballouk ◽  
Victoria Mansour ◽  
Bronwen Dalziel ◽  
Iman Hegazi
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Blended Learning ◽  
Convergent Validity ◽  
Principal Component ◽  
Validity And Reliability ◽  
Undergraduate Medical Students ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha

Abstract Background A blended learning environment is multifaceted and widely used in medical education. However, there is no validated instrument for exploring students’ learning in a blended learning environment in medical programs. This study aimed to develop and validate an instrument for exploring how medical students learn in an undergraduate medical program that employs a blended learning approach. Method Using Artino’s seven step approach, we developed a questionnaire to investigate how medical students learn in a blended learning environment. For pilot testing, 120 students completed this 19-item questionnaire. These 19-items were evaluated for construct and convergent validity across an expert medical education panel. Further item testing was analysed with principal component analysis (PCA) with varimax rotation for item reduction and factor estimation. Hence, validity was thoroughly addressed to ensure the questionnaire was representative of the key focus questions. Cronbach’s Alpha was used for item reliability testing, and Spearman’s Rho was used for the correlation between the questionnaire items and the extensively used MSLQ. Hence, validity and reliability were systematically addressed. Results Exploratory Factor analysis identified four factors F1 and F3: Resources: Accessibility & Guidance (14-items), F2: Learning behaviours: Social and Contextual (5-items), and F4: Motivational factors: Intrinsic and Extrinsic Motivation (4-items). Internal consistency and reliability tests were satisfactory (Cronbach’s Alpha ranged from 0.764 to 0.770). Conclusions The resulting Blended Learning Questionnaire (BLQ) was determined to be a reliable instrument to explore undergraduate medical students’ learning in a blended learning environment.

scholarly journals Translation, transcultural adaptation and validation of a scale of exposure to humanities among medical students

2021 ◽  
Vol 45 (4) ◽  
Author(s):  
Ilse Seubert Coelho Vieira ◽  
Nathália Irffi Carvalho ◽  
Antonio Carlos de Castro Toledo Júnior ◽  
Eliane Perlatto Moura
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Statistical Tests ◽  
Social Activity ◽  
Female Gender ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Final Version ◽  
Cronbach's Alpha

Abstract: Introduction: The humanities are associated with the improvement of medical students’ personal qualities. To date, there are no research instruments that quantify the exposure of medical students have to the humanities. Hence, the availability of a questionnaire with such characteristics in Brazilian Portuguese sets a precedent for the planning and implementation of educational strategies and policies addressing this topic. Objective: to translate and transculturally adapt the “HUMANITIES SCORE (LIFE EXPERIENCES + ATTITUDES) questionnaire, determine its validity and reliability, as well as identify the type of exposure to the humanities of the assessed population. Method: The original version of the questionnaire, written in English, was translated according to what is recommended by the specialized literature, with the addition of some activities in the humanities field, as per the original authors’ suggestion. The translated instrument underwent a pre-test with 31 medical students for semantic validation, followed by the application of its final version to 258 students. The exploratory and the confirmatory factorial analyses were applied to assess the instrument with its internal consistency was checked with Cronbach’s Alpha coefficient. Result: The final questionnaire was administered to the students to verify their type of exposure to the humanities. After the statistical tests were carried out, the final version of the instrument, named “Escala de Exposição às Humanidades” (EEH), included 17 items with Likert-scale responses with five options each, and obtained a Cronbach’s alpha of 0.689. The mean score of the students’ exposure was 1.72 ± 0.37, being influenced by the period at medical school, the number of volunteer social activity experiences, the participation in religious groups, the practice of meditation, and the involvement in political activities. Variables such as female gender, engagement in previous actions related to the humanities before starting medical school and in religious ceremonies positively influenced the students’ opinion about the importance of the humanities for the medical curriculum. Conclusion: The EEH demonstrated reliability in its structure and content, allowing correlations between the students’ exposure to humanities and their opinion about the importance of human sciences in the medical curriculum. It constitutes the first instrument that aims at measuring the humanities exposure rate in Brazil; however, further studies must be carried out, to better validate the instrument.

scholarly journals Validation of the professional identity questionnaire among medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Toben Daan ◽  
Mak-van der Vossen Marianne ◽  
Wouters Anouk ◽  
Rashmi A. Kusurkar
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Identity Formation ◽  
Medical Curriculum ◽  
Medical Profession ◽  
Quantitative Measure ◽  
Future Research ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha

Abstract Background Professionalism represents a cornerstone of the medical profession, prompting medical educators to actively develop instruments to measure professional identity formation among medical students. A quantitative approach to this problem has been lacking. Hence in this study, we investigate the validity and reliability of using Brown et al.’s [1986] Professional Identity Questionnaire (PIQ) to measure professional identity among medical students. Methods We used the American Psychological Association’s account of validity and reliability to examine the PIQ in terms of its internal structure, its relation to a validated motivation scale, its content, and its internal consistency. To this end, we performed two factor analyses, a Pearson’s correlation test, an expert evaluation and measured Cronbach’s alpha, respectively.. Results Factor analysis revealed two latent factors underlying the items of the PIQ. We found a negative to positive spectrum of Pearson’s correlations corresponding to increasingly internal qualities of motivation. Experts unanimously rated four out of ten of the PIQ’s items as relevant, reliability analysis yielded a Cronbach’s alpha value of 0.82. Conclusion Despite poor ratings by experts in the field, these results illustrate the PIQ as a valid and reliable quantitative measure of medical students’ professional identity; its two factors reflecting the measure of attached and detached attitudes towards the medical profession. Educators may use the instrument as a tool for monitoring PIF among their students, as well as for designing and evaluating their medical curriculum. Future research might build on the current findings by investigating other dimensions of the PIQ’s validity, including response process validity, predictive validity and consequential validity.

scholarly journals Evaluating Reliability of Theory of Planned Behaviour Questionnaire for Withdrawal of Divorce Petition

2018 ◽  
Vol 6 (8) ◽  
pp. 1512-1516 ◽  
Author(s):  
Nahid Ardian ◽  
Seyed Alireza Afshani ◽  
Mohammad Ali Morowatisharifabad ◽  
Seyed Saeid Mazloomi Mahmoodabad ◽  
Ali Akbar Vaezi ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Content Validity ◽  
Theory Of Planned Behaviour ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Cronbach’S Alpha ◽  
Planned Behaviour ◽  
Cronbach's Alpha ◽  
The Face ◽  
Suitable Framework

BACKGROUND: Given the increased rate of divorce, it is important to analyse the characteristics of divorce applicants. The theory of planned behaviour (TPB) can provide a suitable framework to predict, explain, and/or change the behaviours. In Iran, no instrument can be found, based on health education models, to investigate divorce petition filing as a behaviour.AIM: This study was conducted to design a questionnaire on withdrawal of divorce petition based on the TPB and estimate its validity and reliability.MATERIAL AND METHODS: A qualitative study was conducted in 27 participants involved in the divorce process using directed content analysis. The face and content validity of 58 items, drawn from the qualitative study, were evaluated by 10 experts. The reliability was estimated using Cronbach’s alpha coefficient. The SPSS version 16 was used to analyse data.RESULTS: Estimates of the face and content validity (quantitative and qualitative), revealed that of the 58 items, 48 were valid based on four of the constructs of the TPB. Cronbach’s alpha coefficient was also derived greater than 0.6.CONCLUSION: The designed questionnaire, whose validity and reliability was confirmed in this study, can be used in similar studies. However, the social and cultural differences and their related effects should be considered.

The Validation of the Coping and Adaptation Processing Scale Based on the Roy Adaptation Model

2014 ◽  
Vol 22 (3) ◽  
pp. 368-380 ◽  
Author(s):  
Muder Alkrisat ◽  
Vivien Dee
Keyword(s):  
Health Care Facilities ◽  
Roy Adaptation Model ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Cronbach’S Alpha ◽  
Cross Sectional Survey ◽  
Convenience Sample ◽  
Cronbach's Alpha ◽  
Confirmatory Factor ◽  
Adaptation Model

Background and Purpose: To establish the psychometric soundness for Coping and Adaptation Processing Scale (CAPS) using the Roy adaptation model as theoretical framework. Method: A descriptive, cross-sectional survey of a convenience sample of 199 nurses working in different acute health care facilities in California. The internal consistency of the multifactor CAPS questionnaire was explored using Cronbach’s alpha coefficient. Factors correlation was examined using Pearson product moment correlation. The factor structure was studied using confirmatory factor analyses. Results: In the confirmatory factor analysis, the indices of fitness highly supported these results. The Cronbach’s alpha coefficient for the total score was .81 and varied between .31 and .78 in the 5 domains. A positive and significant correlation emerged between CAPS factors and total scores (r = .91, p < .01) ranging from .17 to .81. CAPS showed acceptable validity and reliability for measuring the coping of nurses in acute setting. Future studies using the scale might lead to the improvement of the subscales measurement. Conclusion: The psychometric data suggests that CAPS is a highly suitable instrument to measure coping processes.

scholarly journals Development and validation of an instrument to evaluate medical students' lifestyle

Medwave ◽  
2021 ◽  
Vol 21 (07) ◽  
pp. e8434-e8434
Author(s):  
Jhony de la Cruz Vargas ◽  
Daniel Orejón ◽  
Luis Roldan ◽  
Lucy Correa-López ◽  
Alonso Soto
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Construct Validity ◽  
Health Science ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Sphericity Test ◽  
Final Questionnaire ◽  
The Impact

Introduction It is required to have validated instruments in health science students that identify unhealthy habits and assess the impact of educational interventions and programs aimed at promoting a healthy lifestyle. Objective To evaluate the validity and reliability of an instrument to measure medical students' lifestyles. Methods A lifestyle questionnaire was developed using the Delphi technique by a group of experts. The final questionnaire was applied to 332 students of the School of Medicine of the Ricardo Palma University in 2017. A preliminary examination was carried out to assess preconditions for construct validity—including the correlation matrix, the Kaiser Meyer Olkin statistic, and the Bartlett sphericity test. Factor analysis was used for construct validity, and the possible resulting factors were extracted through the principal component analysis. Cronbach's alpha coefficient was calculated to assess the instrument reliability. Results In this study, 41.6% of participants were men with a mean age of 20 years (standard deviation = 3). The preconditions for the factor analysis were a Kaiser Meyer Olkin coefficient = 0.773 and a significant Bartlett sphericity test. For the 47 items of the final questionnaire, the factor analysis showed an explained variance of 56.7% with eigenvalues greater than one. Cronbach's alpha was 0.78. The final questionnaire could assume values between -23 to 151 points. Based on a cut point of 71 points, the prevalence of students with an unhealthy lifestyle was 73.6%. Conclusion The developed instrument has acceptable validity and reliability to measure lifestyle in medical students. For external validation, studies in other university populations are suggested.

scholarly journals Perceived Stress among Undergraduate Medical Students and its Determinants: A Cross-Sectional Study in a Teaching Hospital in West Bengal

2017 ◽  
Vol 5 (02) ◽  
pp. 52-58 ◽  
Author(s):  
A. Samanta ◽  
S. Ghosh
Keyword(s):  
Medical Students ◽  
Perceived Stress ◽  
Medical Curriculum ◽  
Binary Logistic Regression ◽  
Cross Sectional Study ◽  
Male Students ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Relationship Problem

Stress among medical students is a growing concern worldwide. The objectives were to assess the perceived stress, its sources and its pattern among undergraduate medical students and to find out determinants of stress among them. This cross sectional descriptive study was conducted among 225 undergraduate medical students of three academic years of Bankura Sammilani medical college during March-June 2015.Data were collected using a pretested, semistructured, anonymous, self-administered questionnaire which consisted of Perceived Stress Scale -10 for assessment of stress . Data were analysed using SPSS version 20.0. Binary Logistic Regression (BLR) model was adopted to find determinants of stress. Proportion of stressed students was 38.2% and mean stress score was 18.41(SD±6.22). Female students were more stressed than male students. About 80% of students perceived ‘vast syllabus’ and ‘lack of attention and time from teacher’ as stressors. Around 50% of students reported ‘Worry about future’, ‘Own expectation of becoming doctor’, ‘Inadequate quantity and quality of food in hostel’ and ‘Lack of recreation’ as stressors. ‘Disturbed in-campus political environment’ was perceived as a source of stress by 42.2% students. In BLR model, only five stressors, ‘Relationship problem with partner/love affair’, ‘Quarrel/maladjustment with friends’, ‘Living away from home’, ‘Competitive environment’, ‘Lack of attention and time from teachers’ were found statistically significant. Most of the stressors were related to academic and psychological domains. Regular review and restructuring of medical curriculum, implementing in-campus health promotional measures for students to cope with stress are needed to address the issue.

scholarly journals Validade de construto e fidedignidade de uma lista de checagem para análise do saque do voleibol

2018 ◽  
Vol 20 (1) ◽  
pp. 95-101
Author(s):  
Cicero Luciano Alves Costa ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Cintia De Oliveira Matos ◽  
Madson Pereira Cruz ◽  
Herbert Ugrinowitsch
Keyword(s):  
Construct Validity ◽  
Qualitative Analysis ◽  
Initial Position ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Confirmatory Factor ◽  
Sports Sciences ◽  
Male Subjects

This study aims to investigate the construct validity and reliability of the checklist for qualitative analysis of the overhand serve in Volleyball. Fifty-five male subjects aged 13-17 years participated in the study. The overhand serve was analyzed using the checklist proposed by Meira Junior (2003), which analyzes the pattern of serve movement in four phases: (I) initial position, (II) ball lifting, (III) ball attacking, and (IV) finalization. Construct validity was analyzed using confirmatory factorial analysis and reliability through the Cronbach’s alpha coefficient. The construct validity was supported by confirmatory factor analysis with the RMSEA results (0.037 [confidence interval 90% = 0.020-0.040]), CFI (0.970) and TLI (0.950) indicating good fit of the model. In relation to reliability, Cronbach’s alpha coefficient was 0.661, being this value considered acceptable. Among the items on the checklist, ball lifting and attacking showed higher factor loadings, 0.69 and 0.99, respectively. In summary, the checklist for the qualitative analysis of the overhand serve of Meira Junior (2003) can be considered a valid and reliable instrument for use in research in the field of Sports Sciences.

scholarly journals Targeted need’s assessment: Medical ethics in MBBS curriculum of Pakistan

2019 ◽  
Vol 35 (5) ◽  
Author(s):  
Arslaan Javaeed
Keyword(s):  
Medical Students ◽  
Medical Ethics ◽  
Learning Strategies ◽  
Medical Curriculum ◽  
Code Of Ethics ◽  
Undergraduate Medical Students ◽  
Medical College ◽  
Creative Commons ◽  
Supplementary Document ◽  
Self Administered Questionnaire

Objective: To assess the learner need’s assessment of medical ethics in undergraduate medical curriculum of Pakistan. Methods: To establish an actual need, three methods were employed during October 2018. The first included a review of the curriculum for medical ethics as designed by the Pakistan Medical and Dental College (PMDC). A supplementary document “Code of Ethics”, published by Pakistan Medical and Dental College (PMDC), was also reviewed. In the second method, a self-administered questionnaire was distributed to all 500 undergraduate medical students at Poonch Medical College. Data analysis was performed through SPSS v 23.0 (IBM Corporation, Armonk, NY, US) at 95% CI. The results were expressed in the form of frequencies. The third method employed was an extensive review of literature to identify gaps and to propose learning strategies. Results: In the section on guiding principles in the curriculum, Ethics is considered as an optional subject. Bioethics is designated to be taught in the 3rd year of the MBBS, as part of Forensic Medicine. The agreement to study Medical Ethics Principles as part of the curriculum among final-year medical students saw numbers almost double to 84.61%. The highest majority was seen among final year medical students where 84.6% of the students agreed to study principles of medical ethics as part of their curriculum. Conclusions: Data and the PMDC curriculum support the incorporation of medical ethics in undergraduate education. Thus, an effective educational program based on the assessment of needs could be developed for medical ethics. doi: https://doi.org/10.12669/pjms.35.5.873 How to cite this:Javaeed A. Targeted need’s assessment: Medical ethics in MBBS curriculum of Pakistan. Pak J Med Sci. 2019;35(5):---------.  doi: https://doi.org/10.12669/pjms.35.5.873 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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