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Tytuł pozycji:

[Making innovation in teaching measurable : Psychometric validation of the "Radio-Prak": a questionnaire using the example of a clinical practical seminar in interventional radiology].

Tytuł :
[Making innovation in teaching measurable : Psychometric validation of the "Radio-Prak": a questionnaire using the example of a clinical practical seminar in interventional radiology].
Autorzy :
Bartels J; Institut für Medizinische Lehre und Ausbildungsforschung Würzburg (IMLA), Josef-Schneider-Straße 2, 97080, Würzburg, Deutschland. .
Backhaus J; Institut für Medizinische Lehre und Ausbildungsforschung Würzburg (IMLA), Josef-Schneider-Straße 2, 97080, Würzburg, Deutschland.
Kickuth R; Institut für Diagnostische und Interventionelle Radiologie, Universitätsklinikum Würzburg, Würzburg, Deutschland.
Fluck F; Institut für Diagnostische und Interventionelle Radiologie, Universitätsklinikum Würzburg, Würzburg, Deutschland.
König S; Institut für Medizinische Lehre und Ausbildungsforschung Würzburg (IMLA), Josef-Schneider-Straße 2, 97080, Würzburg, Deutschland.
Augustin A; Institut für Diagnostische und Interventionelle Radiologie, Universitätsklinikum Würzburg, Würzburg, Deutschland.
Pokaż więcej
Transliterated Title :
Innovationen in der Lehre messbar machen : Psychometrische Validierung des Messinstrumentes „Radio-Prak“ am Beispiel eines klinisch-praktischen Seminars der interventionellen Radiologie.
Źródło :
Der Radiologe [Radiologe] 2020 Apr; Vol. 60 (4), pp. 342-350.
Typ publikacji :
Journal Article
Język :
German
Imprint Name(s) :
Original Publication: Berlin : Springer Verlag
MeSH Terms :
Diffusion of Innovation*
Surveys and Questionnaires*
Teaching*
Education, Medical/*organization & administration
Radiology, Interventional/*education
Humans ; Psychometrics ; Reproducibility of Results
References :
Acad Radiol. 2008 Oct;15(10):1331-9. (PMID: 18790406)
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AJR Am J Roentgenol. 2002 Sep;179(3):579-82. (PMID: 12185023)
Acad Med. 2008 Aug;83(8):787-93. (PMID: 18667897)
Acad Med. 2015 Feb;90(2):246-56. (PMID: 25374041)
Psicothema. 2013;25(2):151-7. (PMID: 23628527)
Postgrad Med J. 2014 Mar;90(1061):149-54. (PMID: 24398594)
Med Educ. 2016 Oct;50(10):986-91. (PMID: 27628715)
Chest. 2008 Jan;133(1):56-61. (PMID: 17573509)
Med Educ. 1998 Sep;32(5):549-58. (PMID: 10211301)
Anat Sci Educ. 2012 Jan-Feb;5(1):3-9. (PMID: 22127919)
Med Teach. 2005 Jan;27(1):10-28. (PMID: 16147767)
Contributed Indexing :
Keywords: Hands-on seminar; Interventional radiology; Medical education; Psychometrical evaluation; Simulation in education
Entry Date(s) :
Date Created: 20200115 Date Completed: 20200915 Latest Revision: 20200915
Update Code :
20201218
DOI :
10.1007/s00117-019-00631-y
PMID :
31932955
Czasopismo naukowe
Background: As part of the reform of medical education with a stronger focus on clinical-practical skills, a restructured seminar on interventional radiology was evaluated using a newly developed questionnaire.
Objectives: Because knowledge in medical education is increasingly transferred by means of application-based teaching formats, a suitable evaluation tool is essential to assess the quality of newly implemented teaching courses. The aim of this study was to evaluate the seminar on interventional radiology and to validate the "Radio-Prak" questionnaire psychometrically in the process.
Materials and Methods: In the summer semester of 2018, 123 students participating in the newly established seminar were asked to document their satisfaction using the "Radio-Prak" questionnaire with 23 items employing a 5-point Likert scale. We evaluated the questionnaire psychometrically by performing exploratory factor (EFA) and reliability analysis and examined differential validity by group differences.
Results: The newly structured seminar on interventional radiology was met with great approval by students (mean global rating = 1.31, on a grading scale where 1 = very good, 5 = insufficient). EFA revealed that the questionnaire consisted of two main factors "didactic quality" and "practical quality" (five items each, α = 0.68). The seminar was rated more positively when students perceived the time for practice as sufficient (p < 0.05). Furthermore, female students demonstrated significantly less self-esteem, identified by the item "I have improved my spatial ability through the seminar," (p < 0.05).
Conclusion: The "Radio-Prak" questionnaire is both reliable and valid as an instrument to evaluate the quality of a clinical-practical seminar. The students assessed the didactic dimension, but also rated the practical component as important in the assessment.

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