Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students.

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-01-07 DOI:10.1016/j.nepr.2025.104257

Shiquan He, Jiayi Guan, Can Xiong, Yunjing Qiu, Yandan Duan, Yan Zhang, Zhiguang Ping, Beilei Lin

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引用次数: 0

Abstract

Aim: To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines.

Background: Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China.

Design: A cross-sectional, methodological study.

Methods: The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity.

Results: A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach's α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL.

Conclusion: The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education.

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中国医学生团队学习同伴评价量表（PES-TBL）的翻译及心理测量学验证。

目的：翻译、文化适应和评估护理和医学专业学生团队学习同伴评价量表（PES-TBL）的心理测量特征。背景：有效的同伴评价工具为协作学习提供了更为科学和客观的评价。然而，中国缺乏为小组学习设计的同伴评估工具。设计：横断面、方法学研究。方法：首次对PES-TBL进行翻译和汉译。由10位护理及临床医学教育专家组成的小组对内容效度进行评估。以本科生和研究生为样本，对量表的心理测量特性进行了评估。评估PES-TBL的可靠性。通过探索性和验证性因素分析来探索和验证其维度和结构效度。结果：共纳入564名学生，整体内容效度指数为0.975。探索性因素分析确定了责任、主动性和协作性三因素结构。量表的信度较好，Cronbach′s α为0.983，Spearman-Brown分半指数为0.916，重测信度指数为0.955。验证性因子分析显示，三因子结构解释了84.336 %的总方差。所有模型拟合指标均在可接受范围内，表明中文版PES-TBL具有良好的结构效度。结论：中文PES-TBL是一种可靠的测试护理和医学生群体学习绩效的工具，在护理和医学教育中具有广泛的应用价值。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.