医学院校教学效果测量工具的设计与验证

Ali Reza Shouri Bidgolili, Gholamreza Vaisi, Gholamreza Sharifi Rad
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引用次数: 1

摘要

背景和目标:教育系统的目标是使命、理想、总体目标和行为。评估和判断是培训课程必不可少的环节。确定课程的有效性,就有可能改进课程。许多模型评估培训的有效性、成功、绩效改进和培训计划的可取性。教育计划者一直在考虑医学教育和高效劳动力的培训。鉴于医学教育的重要性和医学教育持续有效性的需要,我们设计了一个衡量医学教育有效性的工具。方法:采用定性与定量相结合的研究方法。内容分析的定性部分准备设计和验证一个工具与统计社区的教员使用定性和定量有目的的抽样。在定性阶段,使用半结构化访谈对30人进行了访谈。所发现的组成部分根据研究方法在课程开发、培训课程实施、教育成果和表现以及其他伴随因素四个领域进行分类。然后设计了一种有效的测量工具,具有良好的效度和信度。对于问卷的面效度,将问卷分配给10位专家。为了评估研究工具的可靠性,在490名教员中分发了一份问卷。结果:四个领域的Cronbach α值测量工具的信度结果如下:课程开发领域为0.875,课程实施领域为0.885,课程成果和绩效领域为0.890,其他有效因素领域为0.925。这些数字证实了这个工具的有效性。此外,使用协议系数检验,教师和医生以及所有医科大学的利益相关者的反应显示超过69%的同意。结论:本研究结果显示,各成分均影响教学效果,所设计的工具具有适当的效度和信度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing and Validating an Instrument for Measuring the Effectiveness of Education in Medical Universities
Background and Objectives: The objectives of educational systems are missions, ideals, general goals, and behavior. Evaluation and judgment are essential for the training courses. Determining the effectiveness of the courses makes it possible to improve them. Numerous models evaluate training effectiveness, success, performance improvement, and desirability of training programs. Educational planners have always considered medical education and training of an efficient workforce. Because of the importance of education and the need for its continuous effectiveness in medical universities, we designed a tool to measure the effectiveness of medical education. Methods: The study method is a mixed qualitative-quantitative approach. The qualitative part of the content analysis was prepared to design and validate a tool with the statistical community of faculty members using qualitative and quantitative purposeful sampling. In the qualitative phase, 30 people were interviewed using semi-structured interviews. The components found were classified based on research methodology in 4 areas of course curriculum development, training course implementation, educational outcome and performance, and other accompanying factors. Then an effective measurement tool with good validity and reliability was designed. Regarding the face validity of the questionnaire, it was distributed among ten experts. To assess the reliability of the research tool, a questionnaire was distributed among 490 faculty members. Results: The results of measuring the reliability of the instrument by the Cronbach α values in the four domains were as follows: 0.875 in the area of curriculum development, 0.885 in the area of curriculum implementation, 0.890 in the curriculum outcome and performance, and 0.925 in other areas of the effective factors. These figures confirmed the validity of the tool. Also, using the agreement coefficient-test, the responses of faculty members and physicians and all stakeholders of medical universities showed more than 69% agreement. Conclusion: The study's findings showed that all the found components impact the effectiveness of education, and our designed tool was confirmed with appropriate and reliable validity and reliability.
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