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 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 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 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 Validity and Reliability of the Treatment Adherence Questionnaire for Patients with Hypertension

2019 ◽  
Vol 37 (3) ◽  
Author(s):  
Natalia Esquivel Garzón ◽  
Luz Patricia Díaz Heredia
Keyword(s):  
Treatment Adherence ◽  
Content Validity ◽  
Statistical Tests ◽  
Spanish Version ◽  
Face Validity ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Validity Index ◽  
Content Validity Index ◽  
Cronbach's Alpha

Objective. To determine the validity and reliability of the Treatment Adherence Questionnaire for Patients with Hypertension (TAQPH), Spanish version, designed by Chunhua Ma et al.Methods. This study was carried out in the city of Ibagué (Colombia)  and the test validation determined validity (face, content, and construct) and reliability. Face and content validity were conducted through expert judgment, using Fleiss’ Kappa Coefficient statistical tests and modified Lawshe’s content validity index. The construct validity and the reliability test had the participation of 220 people with diagnosis of primary hypertension. Reliability was calculated through Cronbach’s alpha statistical test.Results. In the face validity, the instrument reported a Fleiss’ Kappa index was 0.68 in comprehension, 0.76 in clarity, and 0.64 in accuracy, interpreted as a substantial agreement. The content validity index was satisfactory with 0.91; el exploratory factor analysis reported six factors with a total variance explained of 54%. Cronbach’s alpha for the total scale was 0.74.Conclusion. The Spanish version of the TAQPH is a valid and reliable scale to evaluate adherence to treatment in patients with primary hypertension.Descriptors: essential hypertension; treatment adherence and compliance; surveys and questionnaires; psychometrics; validation studies.How to cite this article: Esquivel N, Díaz LP. Validity and Reliability of the Treatment Adherence Questionnaire for Patients with Hypertension. Invest. Educ. Enferm. 2019; 37(3):e09.

scholarly journals Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

2019 ◽  
Author(s):  
Mutasim E Ibrahim
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Principal Component ◽  
Factor Loading ◽  
Assessment Instrument ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Team Based Learning

Abstract Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

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 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 Reliability and Validity of the Persian Version of the Professional Self Identity Questionnaire (PSIQ)

2021 ◽  
Author(s):  
Mina Salari ◽  
Mitra Amini ◽  
Ali Asghar Hayat ◽  
Somayeh Delavari ◽  
Soolmaz Zare ◽  
...  
Keyword(s):  
Medical Students ◽  
Professional Identity ◽  
Goodness Of Fit ◽  
P Value ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Self Identity ◽  
Cronbach's Alpha ◽  
Persian Version ◽  
Professional Self

Abstract Background: Professional identity is a vital component of medical education that affects the future practice of medical students. There is a notice of the lack of a reliable and valid Persian scale to measure the students' readiness for professional identity.Objective: This present study aims to determine whether or not the PSIQ can be adapted for Persian healthcare professions.Methods: A cross-sectional study was performed among medical students (years of 4-7) in Shiraz medical school. A total of 175 students completed the Persian version of PSIQ using convenience sampling. Categorical confirmatory factor analysis (CCFA) and Cronbach's alpha coefficient were used to investigate the questionnaire's validity and reliability. Moreover, R.3.6.2 software, by using the lavaan and semPlot packages in it, was used for data analysis and the path diagram.Results: The indices of the goodness of fit of the model were used for the professional self-identity, which including root mean square error of approximation (RMSEA), Tuker-Lewise index (TLI), and comparative fit index (CFI) ( RMSEA=0.055, CFI=0.996, and TLI=0.994). The Cronbach's alpha coefficients for these three factors of "profession-specific tasks," "generic attributes," and "inter-personal tasks" subscales were 0.762, 0.622, and 0.747, respectively (p-value<0.05). The internal consistency of the whole questionnaire measured by Cronbach's alpha was 0.873. The set of these fit statistics show that the hypothesized three-factor model fits the sample data. Therefore, all nine items were significantly loaded on the three domains (Profession specific tasks, Generic attributes, Interpersonal tasks). Conclusion: The Persian translated version of the PSIQ may be an appropriate, valid and reliable tool for assessing medical students' health professional self-identity attitudes in Iran.

scholarly journals Adaptation of Intercultural Sensitivity Scale for Turkish Medical Students

2021 ◽  
Author(s):  
Şevkat Bahar Özvarış ◽  
Bahar Güçiz Doğan ◽  
Hande Konşuk Ünlü ◽  
Tuğçe M. Şanver ◽  
Çağla Susuz ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Confirmatory Factor Analysis ◽  
Service Providers ◽  
Intercultural Sensitivity ◽  
Validity And Reliability ◽  
Healthcare Provision ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Confirmatory Factor

Abstract Background: Different languages and insufficient levels of intercultural sensitivity among healthcare providers hinder migrants from benefiting from health services, resulting in a lack of trust in service providers and non-adherence to the treatment. This study aims to verify the validity and reliability of the “Intercultural Sensitivity Scale” developed by Chen and Starosta among Turkish medical students. Methods: Data were collected between December 18, 2017, and February 28, 2018, from 667 students. In order to demonstrate the construct validity of the scale, the data were randomly divided into two parts using the functions in the SPSS package program. For the first half of the data (n1=337), exploratory factor analysis (EFA) based on polychoric correlation was applied together with the oblique rotation method. For the second half of the data (n2=330), confirmatory factor analysis (CFA) based on polychoric correlations was applied to confirm the factor structure of the scale. In order to demonstrate the reliability of the scale, the Cronbach’s alpha reliability coefficient, which shows internal consistency, and Spearman-Brown coefficients, which shows the two-half reliability, were calculated. Results: Of the participants, 52.6% were female and the mean age was 24.2±1.4. Only one-third of the students stated they had knowledge about intercultural sensitivity. Cronbach’s alpha coefficient for the scale was 0.906. The Spearman-Brown coefficients for the whole scale and its sub-dimensions show that reliability values were also sufficient. In the confirmatory factor analysis, fit indices (RMSEA: 0.077, GFI: 0.98, CFI: 1.00) demonstrated a very good model fit. Conclusions: These results confirmed that the scale consisting of 23-items and 5-dimensions is a valid and reliable tool and can be used for Grade V and VI Turkish medical students. It is considered that integrating intercultural sensitivity training in undergraduate education of physicians would help to increase the number of physicians who are sensitive to different cultures and thus contribute to reducing disparities in healthcare provision. Keywords: intercultural sensitivity, scale, medical education, reliability-validity, confirmatory factor analysis, Cronbach’s alpha

The overuse of Cronbach’s alpha in psychology of religion: A suggested alternative with a primer on how & when to use them

2020 ◽  
Author(s):  
Sarah Jane Charles
Keyword(s):  
Psychology Of Religion ◽  
Scale Construction ◽  
Psychology Research ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Scale Reliability ◽  
Methodological Rigor ◽  
Religiosity And Spirituality ◽  
Simple Definition

The Psychology of Religion has had a tradition measuring things that are seemingly difficult to measure, such as one’s level of religiosity or spirituality – concepts that are polysemantic, so do not have a simple definition. In doing so, researchers have developed scales to measure such constructs. This trend in Psychology of Religion research will continue as researchers start to conduct studies in non-Western Educated Industrialized Rich Democratic (WEIRD) populations, as they will require new scales that are appropriate for the way that these populations conceptualize religiosity and spirituality. Scale construction takes multiple steps, which most researchers are well-acquainted with. One important step is to demonstrate both validity and reliability. In the Psychology of Religion, an overwhelming majority of researchers use Cronbach’s alpha to estimate scale reliability. However, alpha has multiple preconditions that can easily be violated in psychology research that are rarely tested for, let alone adjusted for. Much like with using parametric statistical analyses when parametric assumptions are violated, this approach may be leading to inaccurate reporting. This article will discuss; (1) whether alpha should be used at all in Psychology of Religion research and, if so, when it is appropriate; (2) introduce another estimate of scale reliability, Omega, and show how and it might be calculated; (3) provide examples of how these techniques might be taught to students studying Psychology of Religion at undergraduate and higher levels. In doing so, I hope to move the entire field of Psychology of Religion forward in terms of methodological rigor.

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