Psychometric characteristics of Roter interaction analysis system (RIAS) in the context of health education in a Moroccan school

PEC innovation Pub Date : 2025-05-15 DOI:10.1016/j.pecinn.2025.100403

Khadija Daoudi, Khaoula Jounaidi, Abdellah Gantare

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Abstract

Objective

The Roter Interaction Analysis System (RIAS) is widely used to assess communication in clinical settings but has not yet been applied in educational contexts. This study explores the psychometric properties of RIAS in Moroccan school health education, assessing its feasibility, reliability, and validity while examining its potential to improve communication strategies between health educators and students.

Methods

A cross-sectional study was conducted with 36 Moroccan primary school students. Health education session were recorded and analyzed using RIAS to evaluate communication patterns. Two trained raters independently coded the interactions into eight communication behavior categories. Psychometric analyses, including assessments of feasibility (coding versus session duration), inter-rater reliability (using correlation coefficients), and content validity (based on category usage), were conducted to evaluate RIAS's reliability and validity.

Results

RIAS demonstrated feasibility with extended coding times reflecting its comprehensive nature. High inter-rater reliability (ρ = 0.96–1.00, p < 0.01) validated its consistent application. Content validity confirmed adaptability, though challenges with social-emotional utterances and low-frequency categories suggest refinement to align with health education's unique dynamics.

Conclusion: This pilot study demonstrates the feasibility, reliability, and validity of RIAS in Moroccan school health education, highlighting its potential to enhance educator-student communication and improve health education outcomes in diverse cultural settings.

Innovation

This study pioneers the application of RIAS in Moroccan school health education, extending its use beyond clinical contexts. It highlights RIAS's adaptability to diverse, non-Western settings, bridging a gap in communication analysis. Findings provide a foundation for refining RIAS to align with health education and global health promotion strategies.

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摩洛哥某学校健康教育背景下Roter交互作用分析系统（RIAS）的心理测量特征

目的Roter互动分析系统（RIAS）被广泛用于临床环境中的沟通评估，但尚未在教育环境中应用。本研究探讨RIAS在摩洛哥学校健康教育中的心理测量特性，评估其可行性、信度和效度，同时研究其改善健康教育者与学生之间沟通策略的潜力。方法对36名摩洛哥小学生进行横断面调查。使用RIAS对健康教育会话进行记录和分析，评价交流模式。两名训练有素的评分员独立地将互动分为八种沟通行为类别。心理测量分析，包括可行性评估（编码与会话持续时间），评分者间信度（使用相关系数）和内容效度（基于类别使用），进行评估RIAS的信度和效度。结果rias具有可行性，编码时间延长，反映了其全面性。高信度(ρ = 0.96-1.00, p <；0.01)验证了其一致性应用。内容效度证实了适应性，尽管社交情感话语和低频类别的挑战建议改进，以配合健康教育的独特动态。结论：本初步研究证明了RIAS在摩洛哥学校健康教育中的可行性、可靠性和有效性，突出了其在不同文化背景下加强教育者与学生交流和改善健康教育成果的潜力。创新本研究开创了RIAS在摩洛哥学校健康教育中的应用，将其应用范围扩大到临床以外。它突出了RIAS对各种非西方环境的适应性，弥合了沟通分析的差距。研究结果为完善RIAS以配合健康教育和全球健康促进战略提供了基础。

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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