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首页> 外文期刊>The Journal of Graduate Medical Education >Development and Validation of a Theory-Informed Group Learning Environment Assessment Tool for Graduate Medical Education Programs
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Development and Validation of a Theory-Informed Group Learning Environment Assessment Tool for Graduate Medical Education Programs

机译：毕业医学教育计划的理论知情集团学习环境评估工具的开发与验证

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BackgroundRecent studies showed that psychological safety is important to resident perception of the work environment, and improved psychological safety improves resident satisfaction survey scores. However, there is no evidence in medical education literature specifically addressing relationships between psychological safety and learning behaviors or its impact on learning outcomes.ObjectiveWe developed and gathered validity evidence for a group learning environment assessment tool using Edmondson's Teaming Theory and Webb's Depth of Knowledge model as a theoretical framework.MethodsIn 2018, investigators developed the preliminary tool. The authors administered the resulting survey to neonatology faculty and trainees at Baylor College of Medicine morning report sessions and collected validity evidence (content, response process, and internal structure) to describe the instrument's psychometric properties.ResultsBetween December 2018 and July 2019, 450 surveys were administered, and 393 completed surveys were collected (87% response rate). Exploratory factor analysis and confirmatory factor analysis testing the 3-factor measurement model of the 15-item tool showed acceptable fit of the hypothesized model with standardized root mean square residual = 0.034, root mean square error approximation = 0.088, and comparative fit index = 0.987. Standardized path coefficients ranged from 0.66 to 0.97. Almost all absolute standardized residual correlations were less than 0.10. Cronbach's alpha scores showed internal consistency of the constructs. There was a high correlation among the constructs.ConclusionsValidity evidence suggests the developed group learning assessment tool is a reliable instrument to assess psychological safety, learning behaviors, and learning outcomes during group learning sessions such as morning report.
机译：背景技术表明，心理安全对居民对工作环境的看法很重要，而且改善的心理安全提高了居民满意度调查分数。但是，医学教育文献中没有证据表明，涉及心理安全和学习行为之间的关系或其对学习成果的影响。采用埃德蒙森的合作理论和韦伯的知识模型的景深开发和收集了集团学习环境评估工具的有效证据一家理论框架.Methodsin 2018，调查人员制定了初步工具。作者向Neonatology教职员和学员进行了由此产生的调查，在贝勒医学院早上报告会话和收集有效性证据（内容，响应过程和内部结构）来描述仪器的心理学特性。2018年12月和2019年7月，450个调查施用，收集393种完成的调查（87％的反应率）。探索性因子分析和验证因子分析测试的3系数测量模型的15项工具显示了标准化均方差值= 0.034的假设型模型的可接受拟合，根均方误差近似= 0.088，比较拟合指数= 0.987 。标准化路径系数范围为0.66至0.97。几乎所有绝对标准化的残余相关性小于0.10。 Cronbach的Alpha评分显示了构建体的内部一致性。构建体之间的相关性高.ConclusionsValidity证据表明，发达的集团学习评估工具是一种可靠的工具，可以评估在早上报告中的集团学习会议期间的心理安全，学习行为和学习成果。

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