Development and validation of a measurement tool to assess student perceptions of using real patients in physical therapy education at the Rocky Mountain University, the United States: a methodological study
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose This study aimed to develop and validate the Student Perceptions of Real Patient Use in Physical Therapy Education (SPRP-PTE) survey to assess physical therapy student (SPT) perceptions regarding real patient use in didactic education. Methods This cross-sectional observational study developed a 48-item survey and tested the survey on 130 SPTs. Face and content validity were determined by an expert review and content validity index (CVI). Construct validity and internal consistency reliability were determined via exploratory factor analysis (EFA) and Cronbach’s α. Results Three main constructs were identified (value, satisfaction, and confidence), each having 4 subconstruct components (overall, cognitive, psychomotor, and affective learning). Expert review demonstrated adequate face and content validity (CVI=96%). The initial EFA of the 48-item survey revealed items with inconsistent loadings and low correlations, leading to the removal of 18 items. An EFA of the 30-item survey demonstrated 1-factor loadings of all survey constructs except satisfaction and the entire survey. All constructs had adequate internal consistency (Cronbach’s α >0.85). Conclusion The SPRP-PTE survey provides a reliable and valid way to assess student perceptions of real patient use. Future studies are encouraged to validate the SPRP-PTE survey further.
Abstract
Purpose This study aimed to develop and validate the Student Perceptions of Real Patient Use in Physical Therapy Education (SPRP-PTE) survey to assess physical therapy student (SPT) perceptions regarding real patient use in didactic education. Methods This cross-sectional observational study developed a 48-item survey and tested the survey on 130 SPTs. Face and content validity were determined by an expert review and content validity index (CVI). Construct validity and internal consistency reliability were determined via exploratory factor analysis (EFA) and Cronbach’s α. Results Three main constructs were identified (value, satisfaction, and confidence), each having 4 subconstruct components (overall, cognitive, psychomotor, and affective learning). Expert review demonstrated adequate face and content validity (CVI=96%). The initial EFA of the 48-item survey revealed items with inconsistent loadings and low correlations, leading to the removal of 18 items. An EFA of the 30-item survey demonstrated 1-factor loadings of all survey constructs except satisfaction and the entire survey. All constructs had adequate internal consistency (Cronbach’s α >0.85). Conclusion The SPRP-PTE survey provides a reliable and valid way to assess student perceptions of real patient use. Future studies are encouraged to validate the SPRP-PTE survey further.
참고문헌 (15)
- Stockert B, "Simulation-based education in physical therapist professional education : a scoping review", Phys Ther, 102, pp.pzac133~ (2022)[DOI]
- Giesbrecht EM, "A mixed methods study of student perceptions of using standardized patients for learning and evaluation", Adv Med Educ Pract, 5, pp.241~255 (2014)[DOI]
- Smith N, "Using simulation and patient role play to teach electrocardiographic rhythms to physical therapy students", Cardiopulm Phys Ther J, 23, pp.36~42 (2012)[DOI]
- Kobal KL, "A comparison of instructional methods on clinical reasoning in entry-level physical therapy students : a pilot study", J Phys Ther Educ, 35, pp.138~145 (2021)[DOI]
- Dammers J, "Using real patients in problem-based learning : students’ comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice", Med Educ, 35, pp.27~34 (2001)[DOI]
- Clever SL, "Medical student and faculty perceptions of volunteer outpatients versus simulated patients in communication skills training", Acad Med, 86, pp.1437~1442 (2011)[DOI]
- Black B, "Feasibility of using standardized patients in a physical therapist education program : a pilot study", J Phys Ther Educ, 16, pp.49~56 (2002)[DOI]
- Hoque ME, "Three domains of learning : cognitive, affective and psychomotor", J EFL Educ Res, 2, pp.45~52 (2016)
- Desai S, "ABC of face validity for questionnaire", Int J Pharm Sci Rev Res, 65, pp.164~168 (2020)[DOI]
- Polit DF, "The content validity index : are you sure you know what’s being reported? : critique and recommendations", Res Nurs Health, 29, pp.489~497 (2006)[DOI]
- Lynn MR, "Determination and quantification of content validity", Nurs Res, 35, pp.382~385 (1986)[DOI]
- Portney LG, "Foundations of clinical research: applications to practice" (2015), F.A. Davis
- Cohen J, "Statistical power analysis for the behavioral sciences" (1988), Lawrence Erlbaum Associates Inc
- Fabrigar LR, "Exploratory factor analysis" (2011), Oxford University Press
- Knekta E, "One size doesn’t fit all : using factor analysis to gather validity evidence when using surveys in your research", CBE Life Sci Educ, 18, pp.rm1~ (2019)[DOI]