Fatemeh Keshmiri; Seyedeh Elham Fazljoo
Abstract
Background: Reflection plays an important role in in-depth learning. Reflective ability must develop among students of medical sciences.Objectives: The aim of this study was the psychometric assessment of the Reflection in Learning Scale and evaluating this ability among nursing students.Methods: This ...
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Background: Reflection plays an important role in in-depth learning. Reflective ability must develop among students of medical sciences.Objectives: The aim of this study was the psychometric assessment of the Reflection in Learning Scale and evaluating this ability among nursing students.Methods: This descriptive-analytical cross-sectional study was conducted on nursing students of Shahid Sadeghi University of Medical Sciences (Yazd, Iran) in 2019.The participants selected by the census. The research was conducted in two phases. In the first phase, the validity (qualitative and quantitative methods), Confirmatory factor analysis, and reliability of Reflection in Learning Scale were evaluated. In the second phase, the reflection in learning was assessed using this tool. Data were analyzed using descriptive and analytical tests by SPSS software.Results: The content and face validity of the scale were confirmed. Internal consistency of the instrument was 0.92 using Cronbach's alpha coefficient and ICC of 0.90 determined. Confirmatory factor analysis revealed acceptable indices: goodness of fit index =0.89, standardized root mean square residual (SRMR) = 0.06, root mean square error of approximation = 0.18. Learners' reflection ability with a mean score of 4.37 ± 1.04 was at a moderate level.Conclusion: The Persian version of Reflection in Learning Scale is a valid and reliable tool and can be used to assess reflection abilities in learners. Nursing students' reflection ability was at a moderate level. Therefore, planning to assess reflection ability in nursing education by the tool is recommended.
Nastaran Ghotbi; Saeed Nasrollahi
Abstract
Background and Objectives Teaching clinical skills to students who provide health services is of great importance. Many universities use questionnaires to make qualitative assessments about the teaching of these skills based on the students’ point of view. In many cases, the learning environment ...
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Background and Objectives Teaching clinical skills to students who provide health services is of great importance. Many universities use questionnaires to make qualitative assessments about the teaching of these skills based on the students’ point of view. In many cases, the learning environment affects teaching; however, this issue is not often taken into account while designing questionnaires. In addition, it is necessary to specialize the questionnaires because the clinical trainings of different medical groups differ from each other. The aims of this study were 1, to develop a questionnaire that could be used for quality assessment of clinical education provided by faculty members of rehabilitation school and 2, to evaluate the validity and reliability of such a questionnaire. Methods Based on the clinical education curriculums of the departments of rehabilitation school, a questionnaire consisting of two sections assessing teaching quality (24 items) and learning environment (7 items) was designed. Face and content validity of the questionnaire was approved during several feedback stages based on the opinions of the faculty members. In addition, the reliability of the questionnaire was evaluated by administering it to 25 undergraduate students during a given time interval. Results Using Cronbach’s alpha, the internal consistency values of the questionnaire for teaching quality and learning environment components were found to be 0.94 and 0.73, respectively. The results of the test-retest reliability were as follows: intraclass correlation coefficient (ICC) of 0.95 and 0.96; Pearson correlation coefficient of r = 0.92 and r = 0.93, and paired t-test of P > 0.05. Conclusions Both the teaching quality and learning environment sections in the designed questionnaire were found to be valid and reliable. The results showed that the questionnaire could be used to assess the quality of clinical education provided by faculty members in rehabilitation schools.
Aram Feizi; Parivash Mohammadlou; Leili Salehi
Abstract
Background Assisting teachers to modify and improve their method of teaching is among the main goals of teachers’ evaluations. The current study aimed to psychometrically evaluate the teaching performance evaluation questionnaire in Urmia University of Medical Sciences, Urmia, Iran. Methods The ...
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Background Assisting teachers to modify and improve their method of teaching is among the main goals of teachers’ evaluations. The current study aimed to psychometrically evaluate the teaching performance evaluation questionnaire in Urmia University of Medical Sciences, Urmia, Iran. Methods The original 28-item scale was scored based on a Likert scale obtained from former studies and was translated into Persian after obtaining permission from the designer. Then, the impact item score, content validity index (CVI), and content validity ratio (CVR) of the questionnaire were assessed by 11 experts, and its structural validity was also evaluated using exploratory factor analysis. The reliability of the scale was also assessed by its internal consistency and test-retest reliability. Results The reference version included 28 items, 23 of which were translated into Persian based on the impact factor 1.5, CVI > 0.59, and CVR > 0.70. Based on the exploratory factor analysis, the final version of the questionnaire included 23 items, and 3 factors were extracted. The scale could predict 51% of the total changes. Conclusions Results of the current study indicated refined structure factor and good reliability for the psychometric adequacy of the teaching performance evaluation questionnaire. The results of the current study can be used by universities as well as other educational institutes to evaluate teachers’ adequacy.
Hamid Balochi; Mehdi Lesani; Hossein Motaharinejad
Abstract
Background and Objectives The aim of the present study was to introduce a valid and reliable scale for the assessment of exam preparation strategies among students at Shahid Bahonar University of Kerman, Iran during the academic year 2015 - 2016. Methods In this descriptive exploratory research, a 25-item ...
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Background and Objectives The aim of the present study was to introduce a valid and reliable scale for the assessment of exam preparation strategies among students at Shahid Bahonar University of Kerman, Iran during the academic year 2015 - 2016. Methods In this descriptive exploratory research, a 25-item scale was developed based on a Likert scale in accordance with the literature.Face validity of the scale was confirmed, based on the comments of educational sciences experts. Three reliability indices, composite reliability, construct reliability, and internal consistency, were calculated. In addition to confirmatory factor analysis, convergent and divergent validities were determined. Results The results of exploratory factor analysis indicated 2 underlying constructs: 1) deep exam preparation strategies, including 12 items (coefficient, 0.60 - 0.80; specificity, 12.4); and 2) shallow exam preparation strategies, including 13 items (coefficient, 0.61 - 0.76; specificity, 2.15). Cronbach’s alpha was 0.94 for the first underlying construct and 0.92 for the second construct. In addition, the convergent validity coefficients ranged from 0.50 to 0.57, thus confirming the validity of the constructs. Moreover, the average variance extracted (AVE) of the constructs was higher than the squared correlation of the constructs; therefore, the divergent validity of the scale was confirmed. Conclusions The present scale for exam preparation strategies consisted of 2 constructs (deep and shallow approaches) and 25 items (deep approach, 12 items; shallow approach, 13 items). According to the analyses, the reliability and validity of the scale were confirmed. Therefore, this scale can be applied by instructors and students to evaluate exam preparation strategies.
Mandana Shirazi; Teamur Aghamolaei; Ideh Dadgaran; Amin Ghanbarnejad
Volume 11, Issue 1 , May 2014, , Pages 45-54
Abstract
Background & Objective: Educational environment is an important determinant in success of a curriculum The quality of educational environment is one of the elements of effective learning The aim of this study was designing a valid and reliable tool for assessing academic educational environment ...
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Background & Objective: Educational environment is an important determinant in success of a curriculum The quality of educational environment is one of the elements of effective learning The aim of this study was designing a valid and reliable tool for assessing academic educational environment in schools of health Methods: Using a theoretical sampling method eight students and three faculty members of School of Health Hormozgan University of Medical Sciences (Iran) were interviewed and 81 items related to educational environment were extracted These items were classified in six domains including school atmosphere teaching faculty members students educational equipments and facilities and physical environment Expert panels and assessing item impact were used to determine face validity and content validity ratio and index were used to determine content validity of the tool To determine its construct validity 250 students in completed the questionnaires and confirmatory factor analysis was applied Reliability of the tool was determined by Cronbachs Alpha and intracluster correlation coefficient Results: Due to expert panel and calculating item impact and content validity ratio and index the tool items decreased from 81 to 56 The results of confirmatory factor analysis showed that all of factor loadings were significant in level of 005 Cronbachs Alpha for total items was 094 and for six domains ranged from 065 to 085 Moreover intracluster correlation coefficient for total items was 094 Conclusion: The designed tool has good validity and reliability and can be used as a suitable tool for assessing academic educational environment in schools of health
Shohreh Emdadi; Firouz Amani; Ali Reza Soltanian; Behzad Imani; Amirhosein Maghsoud; Setareh Shojaeei; Masoumeh Zargaran; Yadollah Fathi; Gholamhosein Fallahi; Mahnaz Khatibian; Majid Motamedzadeh; Farahnaz Kamali
Volume 10, Issue 1 , May 2013, , Pages 87-94
Abstract
Background & Objective: Evaluation is an essential process for educational institutions and one of the most common methods of evaluation of teachers is evaluation by students Students are the real customers in the educational process therefore their judgments should be important variables in determining ...
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Background & Objective: Evaluation is an essential process for educational institutions and one of the most common methods of evaluation of teachers is evaluation by students Students are the real customers in the educational process therefore their judgments should be important variables in determining teaching status of teachers According to customercentric principles the consumers satisfaction must be met This study assessed the validation of the current teacher evaluation form in theoretical courses Methods: This was a crosssectional study investigating the validity and reliability of the teacher evaluation form that is completed by students and identifying some factors affecting student evaluations To determine content validity of the teacher evaluation form 20 expert teachers were selected proportional to the number of teachers of each school of the Hamadan University of Medical Sciences To assess the reliability coefficient of the form 189 students were selected from different schools by proportional random sampling Results : According to the results questions such as rate of adherence to the determined topics providing practical application of teaching materials and the efficacy of determined assignments did not have the necessary validity score However the results indicated that validity of the questionnaire was acceptable In the present study the SpearmenBrown correlation coefficient indicated that the teacher evaluation form did not have an acceptable reliability (r = 0456 P < 0001) Conclusion: The current teacher evaluation form has an acceptable content validity but it does not seem reliable
Ashraf Adhami; Nozar Nakhaee; Tayebeh Fasihi Harandi; Zahra Fattahi
Volume 1, Issue 2 , January 2005, , Pages 121-129
Abstract
Background: Teachers performance evaluation is one of the most important tools in the education process It is used to determine weaknesses and strengths of education so that by reinforcing the strong points we can improve the education quality Objective: To determine the validity and reliability of practical ...
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Background: Teachers performance evaluation is one of the most important tools in the education process It is used to determine weaknesses and strengths of education so that by reinforcing the strong points we can improve the education quality Objective: To determine the validity and reliability of practical and theoretical teaching evaluation questionnaires regarding the faculty by the students in Kerman University of Medical Sciences Methods: The validity and reliability of the existing EDC questionnaires were reevaluated At first the content validity and weight of each item were calculated using the faculty members views then the internal consistency of the questionnaires was determined by alpha chronbach Results: Theoretical and practical teaching methods categories including six and seven items showed the highest validity (095 and 097 respectively) The evaluation category in questionnaire on the theoretical courses indicated the lowest validity (069) The questionnaires having 091 and 097 reliability were considered proper for teacher evaluation according to the students Conclusion: The results of this research showed that only one item should be omitted because of the absence of the suitable content validity However to final confirmation of validity and reliability it is better to use construct validity and test retest methods respectively