scholarly journals The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. Conclusion Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

scholarly journals The Relationship between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Student Engagement in Continuing Medical Education

2020 ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background: Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME.Methods: We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions.. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results: 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r=0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha=0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain.Conclusion: Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

scholarly journals The Relationship between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Engagement in Continuing Medical Education

2020 ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. All item responses were double-coded for statistical analysis, using a dedicated survey research center. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results A total of 2486 LEI and CMETE surveys were submitted during the 5-day course. Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. Conclusion Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

Development and Validation of the Ableist Microaggression Impact Questionnaire

2021 ◽  
pp. 003435522110142
Author(s):  
Deniz Aydemir-Döke ◽  
James T. Herbert
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
Mechanical Turk ◽  
Rehabilitation Counselor ◽  
Research And Practice ◽  
Amazon's Mechanical Turk ◽  
Development And Validation ◽  
Three Factor

Microaggressions are daily insults to minority individuals such as people with disabilities (PWD) that communicate messages of exclusion, inferiority, and abnormality. In this study, we developed a new scale, the Ableist Microaggressions Impact Questionnaire (AMIQ), which assesses ableist microaggression experiences of PWD. Data from 245 PWD were collected using Amazon’s Mechanical Turk (MTurk) platform. An exploratory factor analysis of the 25-item AMIQ revealed a three-factor structure with internal consistency reliability ranging between .87 and .92. As a more economical and psychometrically sound instrument assessing microaggression impact as it pertains to disability, the AMIQ offers promise for rehabilitation counselor research and practice.

Psychometric Testing and Refinement of the Support Needs Inventory for Parents of Asthmatic Children

2004 ◽  
Vol 12 (3) ◽  
pp. 179-193
Author(s):  
Christine Toye ◽  
Linda J. Kristjanson ◽  
Mardhie E. Coleman ◽  
Hendrika Maltby ◽  
Glenda Jackson
Keyword(s):  
Factor Analysis ◽  
Internal Consistency ◽  
Psychometric Testing ◽  
Internal Consistency Reliability ◽  
Support Needs ◽  
Clinical Screening ◽  
Asthmatic Children ◽  
Children With Asthma ◽  
Undue Burden ◽  
Over Time

This study refined the Support Needs Inventory for Parents of Asthmatic Children (SNIPAC) (Coleman, Maltby, Kristjanson, & Robinson, 2001) to produce a more parsimonious tool to assess the importance and meet the support needs of parents of children with asthma. The original tool was completed by 145 parents of 199 children with asthma, and 74 of these also provided test-retest responses. Internal consistency reliability, construct validity, and stability over time were assessed and refinements were made. Internal consistency reliability of the revised 20-item tool ranged from .77 to .95 for the three subscales of the Parent’s Priority Scale (PPS), and .92 for the full PPS. Cronbach’s alphas ranged from .74 to .90 for the three subscales of the Parent’s Fulfillment Scale (PFS) and was .91 for the full scale. Factor analysis results of the PPS were compatible with the tool’s conceptual framework. The revised 20-item tool demonstrated adequate psychometric properties in most areas. This tool may be used for research or clinical screening without imposing undue burden on parents. Further work is required to establish the tool’s stability over time.

Validation of the Beliefs of Physical Activity among Clergy (B-PAC) Instrument

2017 ◽  
Vol 32 (2) ◽  
Author(s):  
Shannon Gwin ◽  
Paul Branscum ◽  
E. Laurette Taylor
Keyword(s):  
Physical Activity ◽  
Factor Analysis ◽  
Construct Validity ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Internal Consistency Reliability ◽  
Retest Reliability ◽  
Reliable Instrument ◽  
The Stability ◽  
Test Retest Reliability

The purpose of this study was to create a valid and reliable instrument to evaluate theory-basedbeliefs towards physical activity among clergy members. Data were collected from 174 clergy that par-ticipated in a 15-item online and paper-based survey. Psychometric properties of the instrument includedconfirmatory factor analysis (construct validity), and cronbach’s alpha (internal consistency reliability).In addition, the stability (test-retest reliability) of each subscale was evaluated with a sub-sample of 30participants. Results show the instrument was both valid and reliable, and will be useful in future studiestargeting this population. Future implications are discussed.

scholarly journals The Japanese version of the questionnaire about the process of recovery: development and validity and reliability testing

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Akiko Kanehara ◽  
Risa Kotake ◽  
Yuki Miyamoto ◽  
Yousuke Kumakura ◽  
Kentaro Morita ◽  
...  
Keyword(s):  
Mental Health ◽  
Factor Analysis ◽  
Mental Health Services ◽  
Health Services ◽  
Internal Consistency ◽  
Convergent Validity ◽  
Short Form ◽  
Japanese Version ◽  
Internal Consistency Reliability ◽  
Validity And Reliability

Abstract Background Personal recovery is increasingly recognised as an important outcome measure in mental health services. This study aimed to develop a Japanese version of the Questionnaire about the Process of Recovery (QPR-J) and test its validity and reliability. Methods The study comprised two stages that employed the cross-sectional and prospective cohort designs, respectively. We translated the questionnaire using a standard translation/back-translation method. Convergent validity was examined by calculating Pearson’s correlation coefficients with scores on the Recovery Assessment Scale (RAS) and the Short-Form-8 Health Survey (SF-8). An exploratory factor analysis (EFA) was conducted to examine factorial validity. We used intraclass correlation and Cronbach’s alpha to examine the test-retest and internal consistency reliability of the QPR-J’s 22-item full scale, 17-item intrapersonal and 5-item interpersonal subscales. We conducted an EFA along with a confirmatory factor analysis (CFA). Results Data were obtained from 197 users of mental health services (mean age: 42.0 years; 61.9% female; 49.2% diagnosed with schizophrenia). The QPR-J showed adequate convergent validity, exhibiting significant, positive correlations with the RAS and SF-8 scores. The QPR-J’s full version, subscales, showed excellent test-retest and internal consistency reliability, with the exception of acceptable but relatively low internal consistency reliability for the interpersonal subscale. Based on the results of the CFA and EFA, we adopted the factor structure extracted from the original 2-factor model based on the present CFA. Conclusion The QPR-J is an adequately valid and reliable measure of the process of recovery among Japanese users with mental health services.

Development of an Instrument to Measure Medical Students' Attitudes Toward People with Disabilities

2012 ◽  
Vol 50 (3) ◽  
pp. 251-260 ◽  
Author(s):  
Andrew B. Symons ◽  
Reva Fish ◽  
Denise McGuigan ◽  
Jeffery Fox ◽  
Elie A. Akl
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Psychometric Properties ◽  
Internal Consistency ◽  
Clinical Setting ◽  
People With Disabilities ◽  
Internal Consistency Reliability ◽  
Alpha Coefficient ◽  
Good Internal Consistency ◽  
Students Attitudes

Abstract As curricula to improve medical students' attitudes toward people with disabilities are developed, instruments are needed to guide the process and evaluate effectiveness. The authors developed an instrument to measure medical students' attitudes toward people with disabilities. A pilot instrument with 30 items in four sections was administered to 342 medical students. Internal consistency reliability and factor analysis were conducted. The Cronbach's alpha coefficient was 0.857, indicating very good internal consistency. Five components were identified: comfort interacting with people with disabilities, working with people with disabilities in a clinical setting, negative impressions of self-concepts of people with disabilities, positive impressions of self-concepts of people with disabilities, and conditional comfort with people with disabilities. The instrument appears to have good psychometric properties and requires further validation.

scholarly journals Development and Validation of ICT Self-Efficacy Scale: Exploring the Relationship with Cyberbullying and Victimization

2018 ◽  
Vol 15 (12) ◽  
pp. 2867 ◽  
Author(s):  
Sadia Musharraf ◽  
Sheri Bauman ◽  
Muhammad Anis-ul-Haque ◽  
Jamil Malik
Keyword(s):  
University Students ◽  
Factor Structure ◽  
Internal Consistency ◽  
Self Efficacy ◽  
Convergent Validity ◽  
Internal Consistency Reliability ◽  
Specific Measure ◽  
Domain Specific ◽  
Development And Validation ◽  
The Relationship

The purpose of this study was to develop and validate the ICT Self-Efficacy Scale and the association of cyberbullying and victimization with ICT self-efficacy. Sample 1 (436 university students) was used to identify the factor structure of the Scale, and sample 2 (1115 university students) provided the data to confirm the factor structure (CFA), and to compute the internal consistency reliability, and convergent validity of the scale. Findings demonstrate that the new scale is a reliable and valid domain-specific measure to assess ICT Self-Efficacy for university students. Suggestions for further research with the scale are provided.

scholarly journals Modification and Psychometric Evaluation of the Peterson War Scale

2007 ◽  
Vol 101 (2) ◽  
pp. 519-524 ◽  
Author(s):  
D. Gabrielle Jones-Wiley ◽  
Alberto F. Restori ◽  
Howard B. Lee
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Internal Consistency ◽  
Longitudinal Research ◽  
Item Analysis ◽  
Psychometric Evaluation ◽  
Internal Consistency Reliability ◽  
Point Scale ◽  
Attitudes Toward War

A measure on attitudes toward war was administered to 125 student participants at a California university to assess psychometric properties for this scale for possible use in current research. A 5-point scale was substituted for the 2-point one originally. Item analysis indicated 23 of 32 items were viable. Using Cronbach reliability coefficient α and factor analysis, the shortened measure had an internal consistency reliability of .85. Factor analysis yielded a 4-factor structure: (1) War is Bad, (2) War is Necessary, (3) Positive Aspects of War, and (4) No Justification. These results indicate this seemingly outdated measure of war attitudes remains useful for current research purposes involving measuring attitudes toward war. However, longitudinal research is necessary.

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