scholarly journals Peer and Self-assessment of Professionalism in Undergraduate Medical Students at the University of Calgary

2011 ◽  
Vol 2 (2) ◽  
pp. e65-e72 ◽  
Author(s):  
Pauline Alakija ◽  
Jocelyn Lockyer
Keyword(s):  
Factor Analysis ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Reliability And Validity ◽  
Evidence Base ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Feedback Questionnaire ◽  
Discrepancy Analysis ◽  
And Gender

Background: Peer and self assessment processes are integral to the development of professional behaviours. The purpose of this study was to assess the Rochester Peer Assessment Tool (RPAT) among a group of volunteer first year students.Methods: We assessed feasibility through participation rates. The evidence for the validity of instrument scores was ascertained through an exploratory factor analysis, MANOVA to determine age and gender differences, and a discrepancy analysis between the self and peer data. Reliability analyses included the Cronbach's alpha analysis and G- and D-studies. Students completed a feedback questionnaire to provide data about acceptability.Results: Self and peer data were collected for 46 and 44 students, respectively. Each student had a mean of 7.2 peer assessments (out of a possible 8).  The factor analysis identified two factors, interpersonal skills and work study habits. The discrepancy analysis showed students in the lowest/highest quartiles, as assessed by peers, had higher/lower self means than peer means. The G-coefficient was Ep2 = 0.77. Student feedback was positive.Conclusions: RPAT was feasible in our setting, was acceptable to the students, and has been adopted as a mandatory part of our program for first and second year students. The study added to the evidence base for the reliability and validity of the RPAT instrument scores as a method of assessing professional behaviours.

scholarly journals Psychometric examination of Runco Ideational Behavior Scale: Thai adaptation

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Puthyrom Tep ◽  
Sorakrich Maneewan ◽  
Saranya Chuathong
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Dimensional Structure ◽  
Self Assessment ◽  
Confirmatory Factor ◽  
Behavior Scale ◽  
Creative Ideation

AbstractCreativity is a multidimensional construct. Several different approaches have been developed to measure creativity, including psychometric scales. The Runco Ideational Behavior Scale (RIBS) is one such measure of creative ideation. The primary purpose of this paper was to assess the 23 items of the RIBS in the context of the Thai language and examine scale reliability and validity. Participants, consisting of 508 undergraduate students selected from five Thai public universities, were selected through a convenience sampling approach involving both exploratory and confirmatory factor analysis. Results suggested that the Thai version of the RIBS presented a valid measure to a certain extent. Factor analysis of the empirical data indicated a two-dimensional structure. Confirmatory factor analysis (CFA) results confirmed that the two-factor construct demonstrated a better fit with improved psychometric characteristics. Six items were eliminated from the Thai RIBS version inventory: five items during explanatory factor analysis (EFA) and one during the CFA process. Results will contribute to ascertaining that the Thai version of the RIBS instrument can be used as a self-assessment tool for measuring students’ creative ideation. Implications and limitations of this research are discussed with suggestions for future studies.

scholarly journals The Chinese Assessment of physical literacy: Based on Grounded Theory Paradigm for children in grades 3-6

2022 ◽  
Author(s):  
Wang YongKang ◽  
Fu QianQian
Keyword(s):  
Factor Analysis ◽  
Convergent Validity ◽  
Quantitative Methods ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Physical Literacy ◽  
Self Assessment ◽  
Qualitative And Quantitative Methods ◽  
Confirmatory Factor ◽  
Assessment Questionnaire

The aim of this study is to construct and validate “physical literacy self-assessment questionnaire” (PLAQ) for Chinese students in grades 3-6. This study uses qualitative and quantitative methods to construct evaluation indicators of PL and determine the weights of each indicator. The 60 items of original PLAQ was based on literature review and interviews, and administered to 1179 primary students graded 3-6 in China. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are used to optimize the structure and verify the reliability and validity of the questionnaire. The model of PLAQ is composed of 4 first-level indicators, 10 second-level indicators and 35 third-level indicators. The results of EFA and CFA resulted in a 44-items, 4-factor questionnaire. EFA item loadings ranged from 0.558 to 0.896, and Cronbach's alpha ranged from 0.818 to 0.892. The results of CFA show that the constructed model fits well, and PLAQ has good convergent validity and discriminative validity. The PLAQ appeared to be reliable and valid that can be used as an assessment tool for students in grades 3-6. PLAQ can be used as a guide for the development of PL. Additionally, PLAQ gives us a shared understanding about what PL is and how it can be developed by Chinese children. However, studies on the accuracy and generalizability of the PLAQ should be conducted to improve it in the future.

scholarly journals Evaluation of the Korean version of the self-assessment of nursing informatics competencies scale

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Kyoungsan Seo ◽  
Yul Ha Min ◽  
Seung-Hye Choi ◽  
Haeyoung Lee
Keyword(s):  
Factor Analysis ◽  
Nursing Students ◽  
Assessment Tool ◽  
Methodological Approach ◽  
Reliability And Validity ◽  
The Self ◽  
Nursing Informatics ◽  
Validity And Reliability ◽  
Self Assessment ◽  
Korean Version

Abstract Background In order to assess nursing students’ informatics competency, we need a comprehensive Korean version scale that reflects the important advances in nursing informatics and can make up for the lack of an existing measure. This study aimed to cross-culturally adapt the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) into Korean (K-SANICS) and verify its validity and reliability with nursing students. Methods The design of this study was a methodological approach to translate and evaluate the Korean version tool (K-SANICS). A total of 254 nursing students at four universities in Korea completed a structured questionnaire including background characteristics and the K-SANICS. Reliability and validity of the 30-item K-SANICS were evaluated using Cronbach’s α, content validity, factor analysis, and contrasted groups approach. Results Cronbach’s α was .95. Exploratory factor analysis was performed to verify the scale’s construct validity, identifying 30 items across six categories: advanced skills for clinical informatics, basic application skills, basic computer skills, roles in nursing informatics, skills for clinical applications, and attitude toward computers in nursing. Conclusion The K-SANICS may be used as a reliable assessment tool of nursing students’ nursing informatics competencies. It is expected that the K-SANICS will contribute to establishing, operating, and evaluating nursing informatics curricula and also can be used in a clinical setting.

scholarly journals Testing a self-assessment tool for HP competencies with participants of training courses in Austria

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Lang
Keyword(s):  
Assessment Tool ◽  
Core Competencies ◽  
Empirical Studies ◽  
Reliability And Validity ◽  
International Standards ◽  
Online Questionnaire ◽  
Self Assessment ◽  
High Quality ◽  
Training Courses ◽  
Training Programmes

Abstract Background High quality health promotion (HP) depends on a competent workforce for which professional development programmes for practitioners are essential. The “CompHP Core Competencies Framework in HP” defines crucial competency domains but a recent review concluded that the implementation and use of the framework is lacking. The aim was to develop and validate a self-assessment tool for HP competencies, which should help evaluate training courses. Methods A brief self-assessment tool was employed in 2018 in Austria. 584 participants of 77 training courses submitted their post-course assessment (paper-pencil, RR = 78.1%). In addition, longitudinal data are available for 148 participants who filled in a pre-course online questionnaire. Measurement reliability and validity was tested by single factor, bifactor, multigroup, and multilevel CFA. A SEM proved for predictive and concurrent validity, controlling gender and age. Results A bifactor model (X2/df=3.69, RMSEA=.07, CFI=.95, sRMR=.07) showed superior results with a strong general CompHP factor (FL>.65, wH=.90, ECV=.85), configurally invariant for two training programmes. On course level, there was only minimal variance between trainings (ICC<.08). Structurally, there was a significant increase in HP competencies when comparing pre- and post-course measurements (b=.33, p<.01). Participants showed different levels of competencies due to prior knowledge (b=.38, p<.001) and course format (b=.16, p<.06). The total scale had good properties (m = 49.8, sd = 10.3, 95%-CI: 49.0-50.7) and discriminated between groups (eg by training length). Conclusions The results justify the creation of an overall scale to assess core HP competencies. It is recommended to use the scale for evaluating training courses. The work compensates for the lack of empirical studies on the CompHP concept and facilitates a broader empirical application of a uniform competency framework for HP in accordance with international standards in HP and public health. Key messages The self-assessment tool provides a good and compact foundation for assessing HP competencies. It provides a basis for holistic, high quality and sustainable capacity building or development in HP.

Validation of qualitative aspects of the Lean Assessment Tool (LAT)

2018 ◽  
Vol 29 (7) ◽  
pp. 1094-1114 ◽  
Author(s):  
Fatma Pakdil ◽  
Pelin Toktaş ◽  
Karen Moustafa Leonard
Keyword(s):  
Factor Analysis ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Data Sets ◽  
Business Organizations ◽  
Content Type ◽  
Lean Assessment ◽  
The Usa ◽  
Managerial Implications ◽  
Qualitative Component

Purpose The purpose of this paper is to test the reliability and validity of the qualitative section of Lean Assessment Tool (LAT) starting from the point where a reliable and valid tool is needed to measure increasing leanness level of business organizations. Design/methodology/approach The questionnaire used in this study included the qualitative component of LAT developed by Pakdil and Leonard (2014). The unit of the study was individual employees who work in manufacturing firms participating in this study. This study focused on the data collected from three firms that operate in Turkey and two firms that operate in the USA. The total respondents from Turkish firms were 263 employees, while the 205 employees responded from US firms. Findings Exploratory factor analysis and confirmatory factor analysis were completed to determine valid and reliable factors that compose LAT’s qualitative component. The statistical analysis showed five distinct factors, namely process, delivery, quality, customer satisfaction and human resource. In addition, the fuzzy logic showed appropriate loadings to make the argument for its use in analysis of the LAT. Research limitations/implications This study moves the debate about the success or failure of lean efforts forward. With the debates about lean and its potential, it is necessary to have a scientific determination of success and the areas where further work in the firm is needed. Such measurement is the backbone of management progress, and the authors believe that this paper is useful. Second, the necessity of reliable and valid tools of lean assessment is obvious in the literature and practice. The findings of this study help academicians find reliable and valid tools to measure lean success both in the literature and practice. Practical implications Managerial implications include the development of a way to assess the areas of success and areas requiring further work. Failure to measure success and needs for further work has been the reason for the questionable results found in investigating lean implementation efforts. If there is no way to determine what is needed to improve lean efforts, they will be seen as failure, even if part of the implementation has been successful. This tool has been found to be potentially useful for evaluation of these crucial and time-consuming efforts. Originality/value In this study, the qualitative section of LAT has been validated. The results demonstrated that, based on two countries’ data sets, the scale was found to be reliable and valid within itself and across sociocultural boundaries.

scholarly journals Propiedades psicométricas de la Escala de Comunicación Familiar en estudiantes universitarios / Psychometric Properties of the Family Communication Scale in College Students

2016 ◽  
Vol 35 (1) ◽  
pp. 31
Author(s):  
Anthony John Erik Copez-Lonzoy ◽  
David Villarreal-Zegarra ◽  
Ángel Paz-Jesús
Keyword(s):  
Factor Analysis ◽  
Psychometric Properties ◽  
Family Communication ◽  
Assessment Tool ◽  
Model Errors ◽  
Gender Invariance ◽  
The Family ◽  
And Gender ◽  
High Level ◽  
Communication Scale

<p>El objetivo del presente trabajo es analizar las propiedades psicométricas de la Escala de Comunicación Familiar (FCS) en una muestra de 491 estudiantes de una universidad privada en Lima Metropolitana, cuyas edades oscilan entre 16 y 28 años (<em>M </em>= 20.31, <em>DE </em>= 3.08). La muestra se dividió en dos grupos proporcionales. En el primero se realizó un análisis factorial exploratorio, χ² (45) = 966.8, <em>p </em>&lt; .001, <em>n </em>= 246, para comparar los índices de bondad de ajuste en modelos de uno, dos y tres factores y encontrar un mejor ajuste en una solución unifactorial <em>GFI </em>= .99, <em>RMCR </em>= .06. Posteriormente, en el segundo grupo, se llevó a cabo el análisis factorial confirmatorio al comparar soluciones de uno, dos y tres factores. Se evidenció un mejor ajuste en un modelo de una dimensión χ² = 80.31; χ²/<em>gl </em>= 2.36; <em>CFI </em>= 1.00; <em>GFI </em>= .995; <em>AGFI </em>= .992; <em>RMSEA </em>= .000; <em>RMR </em>= .050 (<em>n </em>= 245). Se analizaron los errores del modelo y la invarianza por sexo y, finalmente, se estableció la confiabilidad con diferentes estimadores del alfa. Se obtuvo un alto nivel de consistencia interna. Se concluye que la FCS presenta adecuadas propiedades psicométricas, que apoyan su uso como instrumento de evaluación de la comunicación familiar en universitarios.</p><p> </p><p>Abstract:</p><p>The aim of this paper is to analyze the psychometric properties of the Family Communication Scale (FCS) in a sample of 491 students at a private university in Lima, Peru, aged between 16 and 28 years (χ. = 20.31, <em>SD </em>= 3.08). The sample was divided into two proportional groups. In the first, an exploratory factor analysis was made: χ. (45) = 966.8, <em>p </em>&lt; .000, <em>n </em>= 246; extracting one dimension by the parallel analysis method, <em>GFI </em>= .99, <em>RMCR </em>= .06. Later, in the second group, a confirmatory factor analysis was conducted: χ. = 80.31; χ./<em>d.f</em>. = 2.36; <em>CFI </em>= 1.00; <em>GFI </em>= .995; <em>AGFI </em>= .992; <em>RMSEA </em>= .000; <em>RMR </em>= .050 (<em>n </em>= 245), suitably adjusted to a single dimension. Model errors and gender invariance were analyzed and finally a reliability alpha was established with different estimators, obtaining a high level of internal consistency. We conclude that the FCS presents adequate psychometric properties that support its use as an assessment tool for family communication in college.</p>

scholarly journals Physiotherapy student’s perception of problem based learning

2020 ◽  
Vol 8 (7) ◽  
pp. 2448
Author(s):  
Supriya Dhumale
Keyword(s):  
Peer Assessment ◽  
Problem Based Learning ◽  
Relevant Information ◽  
Learning Activities ◽  
Graduate Course ◽  
Self Assessment ◽  
Feedback Questionnaire ◽  
Level Of Knowledge ◽  
Medical Concepts ◽  
Physiotherapy Students

Background: Problem based learning ensures that students are actively engaged in their learning- they set their own objectives and they reinforce what they have learned through discussion with their colleagues. This approach is known to promote deep learning, in contrast to much of the superficial learning happens in traditional methods. To support their learning through engaging them in learning activities and providing feedback. Student’s ability to perform in a professional context, to recognize their need to acquire new knowledge and skills and to view learning holistically. Objective of the study was to assess the third year physiotherapy students’ perception of problem based learning sessions in musculoskeletal condition.Methods: The study was conducted on 22 students of III-year physiotherapy graduate course. Sequential arrangement of PBL sessions was implemented by triple jump assessment on osteoarthritis of knee. Post project feedback questionnaire from students obtained from self-assessment, peer assessment. The responses obtained were analyzed.Results: All the student strongly agreed that The PBL scenarios motivated them to use additional learning resources, The PBL scenarios stimulated their interest in musculoskeletal. The students also agreed that the content of the PBL scenarios fitted their level of knowledge; The PBL scenarios effectively illustrated medical concepts. All the students totally agreed that PBL sessions appeared able to assess their own strengths and weaknesses within PBL, accepted and responded to criticism gracefully. Their peers gave input which was focused and relevant to the case, they were able to communicate well with each other. Students agreed that everyone among group completed tasks on time, they were actively participated in session, they shared new relevant information with group hence they felt their peers were responsible and respected.Conclusions: Students felt that the cases effectively illustrated medical concepts and fitted and reinforced the student musculoskeletal knowledge. They were convinced that scenarios motivated them to use additional resources and stimulated their interest and they enjoyed the process.

scholarly journals Pursue today and assess tomorrow - how students’ subjective perceptions influence their preference for self- and peer assessments

2020 ◽  
Author(s):  
Meskuere Capan Melser ◽  
Stefan Lettner ◽  
Andjela Bäwert ◽  
Claudia Puttinger ◽  
Anita Holzinger
Keyword(s):  
Peer Assessment ◽  
Assessment Process ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Negative Attitudes ◽  
Subjective Perceptions ◽  
Passive Learning ◽  
Positive Attitudes ◽  
The Impact

Abstract Background Alternative assessments engage students in the assessment process to improve both short- and long-term outcomes by developing their judgments and responsibility about their own learning, and that of their peers. In this study, we investigated students’ perception towards self- and peer-assessment, their objectivity and impact on students’ learning. Methods The study was conducted at the Medical University of Vienna. Attitudes of second year undergraduate medical students towards self- and peer-assessment, and their objectivity, appropriateness, and the impact of these assessments on students’ learning activities, was inquired using a self-developed questionnaire. Results 423 students participated in this study. Self-assessment was found more appropriate method to assess students’ knowledge. Most of students agreed that peer-assessment is not objective (M= -0.07). Majority of students evaluated that peer assessment has no or little impact on their active and passive learning (M= -0.23, -0.35), on the other hand self-assessment was reported as a helpful tool for gaining long-term knowledge (M= 0.13) and following the content of courses (M= 0.16). Conclusion Based on our results, students’ perspective on peer assessment were negative, on the whole, students had positive attitudes towards self-assessment and negative attitudes towards peer-assessment. This study also determined that self-assessment leads to the promotion of students’ learning.

scholarly journals M96. A NEW ASSESSMENT TOOL FOR FORMAL THOUGHT DISORDER IN SCHIZOPHRENIA: DOKUZ EYLUL THOUGHT DISORDER SCALE

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S171-S171
Author(s):  
Berna Yalincetin ◽  
Emre Bora ◽  
Berna Binnur Akdede ◽  
Köksal Alptekin
Keyword(s):  
Factor Analysis ◽  
Negative Symptoms ◽  
Assessment Tool ◽  
Reliability And Validity ◽  
Thought Disorder ◽  
Clinical Use ◽  
Structured Interviews ◽  
Formal Thought Disorder ◽  
Good Test ◽  
Pragmatic Comprehension

Abstract Background Current scales of formal thought disorder (FTD) in schizophrenia have been shown to hold considerable inadequacies: 1. The concept of FTD is usually limited to positive and negative symptoms of schizophrenia 2. There is no much consideration about pragmatic disturbances. 3. There are significant inconsistencies in measurements of posFTD and negFTD dimensions (eg, merely focusing on the positive dimension); 4. As to the comprehensive scales of posFTD and negFTD, administration or assessment is time-consuming for routine clinical use and they are not user friendly. Besides, some of the FTD scales include the utilization of materials such as pictures, figures, or extended structured interviews to be able to provide speech samples of the patient. Developing a new FTD assessment tool that can be practically applied in clinic might help clinicans in diagnosis, treatment and follow-up. The aim of our study was to develop a new scale for assessment of FTD and evaluate the reliability and validity of this scale. We named our new FTD scale as Dokuz Eylul Thought Disorder Scale (DETDS). The originality of this scale is based on the fact that it involves assessment of pragmatic comprehension as well as positive and negative FTD and it can be administered and scored practically in routine clinical examination. Methods This study included 130 patients with schizophrenia and 35 controls. For assessing the reliability of this new scale, internal consistency, test-retest and interrater reliability analyses were conducted. The validity of the scale was assessed with concurrent validity and factor analysis methods. Results In the study, Cronbach’s was 0.86. The new scale has a good test-retest (r=0.83) and interrater (ICC=0.985) reliability. The posFTD subscale of the new scale showed high correlation with the posFTD subscale of the Scale for the Assessment of Positive Symptoms (SAPS) (r=0.95, p&lt;0.001) and negFTD subscale of our scale showed high correlation with the alogia subscale of the Scale for the Assessment of Negative Symptoms (SANS) (r=0.95, p&lt;0.001) and impoverishment of thought subscale of the Thought and Language Index (TLI) (r=0.66, p&lt;0.001). The factor analysis revealed a 3-factor solution which explained 74.6% of the variance: 1. Positive Formal Thought Disorder, 2. Negative Formal Thought Disorder, 3. Pragmatic Comprehension Disorder. Discussion Our findings showed that DETDS is a reliable and valid scale which can be used in assessing FTD in patients with schizophrenia in routine clinical use. Unlike most scales of FTD that are available in the literature, but similar to SANS, SAPS, and PANSS, it is practical to use because it is based on clinical interview. Another strength of DETDS is that it intensifies the posFTD and negFTD dimensions and scores them hierarchically in terms of severity. The fact that the new scale covers pragmatic comprehension disorders also presents an innovation to the literature.

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