Development and validation of the student ratings in clinical teaching scale in Australia: a methodological study.
Purpose: This study aimed to devise a valid measurement for assessing clinical students' perceptions of teaching practices. Methods: A new tool was developed based on a meta-analysis encompassing effective clinical teaching-learning factors. Seventy-nine items were generated using a frequency (never...
| Publicado en: | Journal of Educational Evaluation for Health Professions Vol. 20; pp. 1 - 10 |
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| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
National Health Personnel Licensing Examination Board
2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174696299&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174696299 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19755937 B0CC jtl: Journal of Educational Evaluation for Health Professions issn: 19755937 maglogo: N pubinfo: dt: 2023 vid: 20 pid: 58691 pub: National Health Personnel Licensing Examination Board artinfo: ui: 174696299 174696299 174696299 10.3352/jeehp.2023.20.26 174696299 ppf: 1 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Development and validation of the student ratings in clinical teaching scale in Australia: a methodological study. aug: sug: subj: Student Attitudes Evaluation Education, Clinical Teaching Methods Instrument Construction Instrument Validation Scales Australia New South Wales Human Male Female Exploratory Research Coefficient alpha Descriptive Statistics Chi Square Test Reproducibility of Results Validation Studies Questionnaires Sample Size Reliability and Validity Funding Source Students, Medical Factor Analysis Construct Validity Goodness of Fit Chi Square Test Problem-Based Learning Self-Directed Learning Educational Technology Male Female ab: Purpose: This study aimed to devise a valid measurement for assessing clinical students' perceptions of teaching practices. Methods: A new tool was developed based on a meta-analysis encompassing effective clinical teaching-learning factors. Seventy-nine items were generated using a frequency (never to always) scale. The tool was applied to the University of New South Wales year 2, 3, and 6 medical students. Exploratory and confirmatory factor analysis (exploratory factor analysis [EFA] and confirmatory factor analysis [CFA], respectively) were conducted to establish the tool's construct validity and goodness of fit, and Cronbach's α was used for reliability. Results: In total, 352 students (44.2%) completed the questionnaire. The EFA identified student-centered learning, problem-solving learning, self-directed learning, and visual technology (reliability, 0.77 to 0.89). CFA showed acceptable goodness of fit (chi-square P<0.01, comparative fit index=0.930 and Tucker- Lewis index=0.917, root mean square error of approximation=0.069, standardized root mean square residual=0.06). Conclusion: The established tool--Student Ratings in Clinical Teaching (STRICT)--is a valid and reliable tool that demonstrates how students perceive clinical teaching efficacy. STRICT measures the frequency of teaching practices to mitigate the biases of acquiescence and social desirability. Clinical teachers may use the tool to adapt their teaching practices with more active learning activities and to utilize visual technology to facilitate clinical learning efficacy. Clinical educators may apply STRICT to assess how these teaching practices are implemented in current clinical settings. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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