Shima Bahmani; Zahra Yaghoubi; Ali Kazemian
Abstract
Background: Assessing dental students’ attitudes toward providing services to disadvantaged populations is essential for improving community-based training programs. Up to now, few scales have been developed to measure dental students' attitudes about deprived groups, among which the “Dental ...
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Background: Assessing dental students’ attitudes toward providing services to disadvantaged populations is essential for improving community-based training programs. Up to now, few scales have been developed to measure dental students' attitudes about deprived groups, among which the “Dental Students’ Attitudes Toward Underserved populations instrument” (DSATU) is a reliable questionnaire.
Objectives: This study aimed to assess and confirm the validity and reliability of Persian version of the DSATU questionnaire.
Methods: In this validation study, translation and cultural adaptation were made by translation and back-translation method. A panel of experts assessed the face and content validity qualitatively. The content validity was assessed using a quantitative approach (which included the Content Validity Ratio (CVR) and the Content Validity Index (CVI). The item’s impact score was evaluated by dental students. The test-retest method and Cronbach’s alpha were used to determine the reliability.
Results: The questionnaire was revised and modified based on the validation results. Regarding CVR, two questions were excluded. Moreover, according to CVI and impact score results, eight questions were modified and corrected. Total cronbach’s alpha coefficient (= 0.831) and intraclass correlation coefficient (0.83) were acceptable. The Pearson and Spearman’s rank correlation coefficient indicated that the reliability was appropriate.
Conclusion: The introduced Persian version of the DSATU questionnaire is a culturally appropriate, valid, and reliable instrument for Persian researchers who intend to evaluate the attitude of dental students toward underserved populations. Moreover, it can be used to evaluate the effectiveness of community-based training programs in longitudinal studies.
Leili Mosalanejad; Sara Maghsodzadeh
Abstract
Background: Technology acceptance comprises cognitive and psychological elements about using technology.Objectives: This descriptive study evaluated the feasibility and applicability of the LMS acceptance questionnaire in medical sciences students using native LMS during the COVID-19 pandemic.Methods: ...
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Background: Technology acceptance comprises cognitive and psychological elements about using technology.Objectives: This descriptive study evaluated the feasibility and applicability of the LMS acceptance questionnaire in medical sciences students using native LMS during the COVID-19 pandemic.Methods: This study was conducted to assess LMS acceptance and the validity of the questionnaires in Iranian society. Ten faculty members and ten students reviewed and evaluated the questionnaires for the validity of translation (content validity). Exploratory and confirmatory factor analysis methods were used for questionnaire items to determine the constructive validity. Moreover, a technology acceptance questionnaire was distributed among 200 users to determine the convergence validity. Finally, the reliability of the questionnaire was assessed by 30 people before, after, and simultaneously.Results: The results of this descriptive study showed that the average scores of people in finding helpful content for lessons, having a support system for problem-solving, and being convenient to use were high. In another part, confirmatory factor analysis confirmed the criteria and items by four factors. Test reliability on 30 students before and after showed that the questionnaire has good reliability in all factors. Convergence validity with the technology acceptance questionnaire showed that there was a direct and positive relationship.Conclusion: The four factors questionnaire, which comprised performance expectations, effort expectations, facilitative situations, and social influence, with feasibility, and usability, can be used as a valid questionnaire in an Iranian population.
Seyed Sajjad Tabatabaei; Hossein Motahharinejad; Hedayat Tirgar
Volume 13, Issue 6 , March 2017, , Pages 553-567
Abstract
Background & Objective: Strengthening the teacher identity in physician tutors would result in training efficient physicians and help the students to gain skills and develop positive attitude towards favorable patient care The present study was conducted to evaluate the validity reliability and factor ...
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Background & Objective: Strengthening the teacher identity in physician tutors would result in training efficient physicians and help the students to gain skills and develop positive attitude towards favorable patient care The present study was conducted to evaluate the validity reliability and factor structure of the instrument to measure teacher identity in physicians Methods: In this descriptivecorrelation study with cluster sampling method 156 educator of ten medical schools were selected and responded to the electronic questionnaire Data was analyzed using partial least square (PLS) algorithm which included the measurement model (Cronbachs alpha loadings composite reliability convergent and discriminant validity) structural model (significant factor Tvalues and R Square the prediction model StoneGeisser quality indexes redundancy goodness of fit) to evaluate the nine components of the instrument Results: Fitting both the data algorithm and the results of confirmatory factor analysis indicated the desirability and acceptability of the mentioned structure in terms of components and index Conclusion: The results of this study suggest that the Persian version of the teacher identity assessment tool for physicians and university professors in the medical community has good reliability and construct validity and could be used to measure and identify the strengths and weaknesses of teacher identity in physicians and developing medical education
Fahimeh Sabeti; Hossein Elhampour; Marzieh Shayestehfard; Soheila Sedaghat
Volume 11, Issue 1 , May 2014, , Pages 55-64
Abstract
Background & Objective: It is necessary for a correct evaluation to use valid instruments prepared exactly according to the study population and special field This study aimed to determine valid and reliable criteria for clinical evaluation of nursing teacher in Ahvaz Jundishapur University ...
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Background & Objective: It is necessary for a correct evaluation to use valid instruments prepared exactly according to the study population and special field This study aimed to determine valid and reliable criteria for clinical evaluation of nursing teacher in Ahvaz Jundishapur University of Medical Sciences Iran Methods: In this exploratorydescriptive study reviewing different sites and literature primary clinical evaluation form with 60 items based on the Likert scale was designed Face validity of the instrument was determined based on students teachers and nursing and educating professors opinions and content validity was determined based on Waltz and Bausell index Construct validity was determined by factor analysis Also reliability of instrument was determined by Cronbachs alpha coefficient splithalf coefficient and testretest Results: Factor analysis to determine construct validity created two factors: educational behaviors factor with 21 phrases factor coefficient of 06330788 and eigenvalues of 20059 and supportive behaviors factor with 6 phrases factor coefficient of 06290799 and eigenvalues of 1915 Cronbachs alpha coefficient of clinical evaluation instrument was 095 totally 096 for factor 1 and 085 for factor 2 Splithalf coefficient was 081 and total Pearson correlation coefficient was 077 (P > 0001) Pearson correlation coefficient of answers to final question what do you evaluate your teacher finally? was 081 for factor 1 (P > 0001) and 072 for factor 2 (P > 0001) Conclusion: Our instrument for clinical evaluation of nursing teachers (student form) was designed with two factors: educational behaviors factor with 21 phrases and suportive behaviors factor with 6 phrases and had a high degree of validity and reliability We suggest this instrument can be used for clinical evaluation of nursing teachers in Ahvaz Jundishapur University of Medical Sciences
