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Analysis of psychometric properties of the modified SETQ tool in undergraduate medical education

机译：改进的SETQ工具在本科医学教育中的心理计量学分析

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Background Effective clinical teaching is crucially important for the future of patient care. Robust clinical training therefore is essential to produce physicians capable of delivering high quality health care. Tools used to evaluate medical faculty teaching qualities should be reliable and valid. This study investigates the psychometric properties of modification of the System for Evaluation of Teaching Qualities (SETQ) instrument in the clinical years of undergraduate medical education. Methods This cross-sectional multicenter study was conducted in four teaching hospitals in the Kingdom of Bahrain. Two-hundred ninety-eight medical students from RCSI Bahrain were invited to evaluate 105 clinical teachers using the SETQ instrument between January 2015 and March 2015. Questionnaire feasibility was analyzed using average time required to complete the form and the number of raters required to produce reliable results. Instrument reliability (stability) was assessed by calculating the Cronbach’s alpha coefficient for the total scale and for each sub-scale (factor). To provide evidence of construct validity, an exploratory factor analysis was conducted to identify which items on the survey belonged together, which were then grouped as factors. Results One-hundred twenty-five medical students completed 1161 evaluations of 105 clinical teachers. The response rates were 42% for student evaluations and 57% for clinical teacher self-evaluations. The factor analysis showed that the questionnaire was composed of six factors, explaining 76.7% of the total variance. Cronbach’s alpha was 0.94 or higher for the six factors in the student survey; for the clinical teacher survey, Cronbach’s alpha was 0.88. In both instruments, the item-total correlation was above 0.40 for all items within their respective scales. Conclusion Our modified SETQ questionnaire was found to be both reliable and valid, and was implemented successfully across various departments and specialties in different hospitals in the Kingdom of Bahrain.
机译：背景技术有效的临床教学对于患者护理的未来至关重要。因此，强大的临床培训对于培养能够提供高质量医疗保健的医生至关重要。用于评估医学院教师教学质量的工具应可靠且有效。本研究调查了在本科医学教育的临床年中修改教学质量评估系统（SETQ）仪器的心理测量特性。方法该横断面多中心研究是在巴林王国的四家教学医院中进行的。 2015年1月至2015年3月，来自RCSI巴林的298名医学生被邀请使用SETQ仪器对105名临床教师进行评估。问卷调查的可行性是通过填写表格所需的平均时间和提供可靠问卷所需的评分者数量进行分析结果。仪器的可靠性（稳定性）是通过计算Cronbach的总标度和每个子标度（因数）的α系数来评估的。为了提供构造效度的证据，进行了探索性因素分析，以确定调查中的哪些项目属于同一项目，然后将其归为因素。结果一百二十五名医学生完成了105名临床教师的1161项评估。学生评估的回应率为42％，临床教师自我评估的回应率为57％。因子分析表明，问卷由六个因素组成，占总方差的76.7％。在学生调查中的六个因素中，克龙巴赫的alpha为0.94或更高;在临床教师调查中，Cronbach的alpha为0.88。在这两种工具中，其各自标度内的所有项目的项目总相关性均高于0.40。结论我们修改后的SETQ问卷被认为是可靠和有效的，并且已成功地在巴林王国的不同医院的各个部门和专科医院实施。

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