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The application of Item Response Theory on a teaching strategy profile questionnaire

机译：项目反应理论在教学策略概况调查表中的应用

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Background In medical education research, various questionnaires are often used to study possible relationships between strategies and approaches to teaching and learning and the outcome of these. However, judging the applicability of such questionnaires or the interpretation of the results is not trivial. Methods As a way to develop teacher thinking, teaching strategy profiles were calculated for teachers in a research intensive department at Karolinska Institutet. This study compares the sum score, that was inherent in the questionnaire used, with an Item Response Theory (IRT) approach. Three teaching dimensions were investigated and the intended sum scores were investigated by IRT analysis. Results Agreements as well as important differences were found. The use of the sum score seemed to agree reasonably with an IRT approach for two of the dimensions, while the third dimension could not be identified neither by a the sum score, nor by an IRT approach, as the items included showed conflicting messages. Conclusions This study emphasizes the possibilities to gain better insight and more relevant interpretation of a questionnaire by use of IRT. A sum score approach should not be taken for granted. Its use has to be thoroughly evaluated.
机译：背景技术在医学教育研究中，经常使用各种调查表来研究教学策略和方法与结果之间的可能关系。但是，判断此类问卷的适用性或结果的解释并非易事。方法作为发展教师思维的一种方法，计算了Karolinska研究所研究密集型部门的教师的教学策略简介。本研究将使用问卷调查固有的总分与项目响应理论（IRT）方法进行了比较。调查了三个教学维度，并通过IRT分析调查了预期的总分。结果发现协议和重要差异。总分的使用似乎在两个维度上均与IRT方法合理地吻合，而第三个维度既不能通过总分也无法通过IRT方法来识别，因为其中包含的项目显示出相互矛盾的信息。结论本研究强调了通过使用IRT获得更好的见解和更相关的问卷解释的可能性。总分法不应被视为理所当然。必须对其使用进行彻底评估。

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