A study on the standard setting, validity, and reliability of a standardized patient performance rating scale - student version.

INTRODUCTION: The quality of the performances of standardized patients plays a significant role in the effectiveness of clinical skills education. Therefore, providing standardized patients with constant feedback is essential. It is especially important to get students' perspectives immediately following their encounters with standardized patients. In the literature, there is no scale for use by students to evaluate the performance of standardized patients. Thus, the three main goals of this study were to: (1) develop a scale for use by students to evaluate the performance of standardized patients, (2) examine the psychometric properties of the scale, and (3) determine a cut-off score for the scale in a standard-setting. MATERIALS AND METHODS: Seven hundred and two medical students participated in the scale- development process, the pilot test, and the validation process, and seven educators took part in the standard-setting process. After the evaluation of content validity, construct validity was assessed via exploratory and confirmatory factor analyses. For the standard-setting study, the extended Angoff method was used. RESULTS: The exploratory factor analysis revealed that the scale had a single-factor structure, which was confirmed by confirmatory factor analysis. The Cronbach's alpha internal consistency coefficient was 0.91. The scale consists of nine items. The cut-off score was determined to be 24.11/45, which represents the minimum acceptable standard for standardized patient performance. CONCLUSIONS: Our study outlined the critical steps in developing a measurement tool and produced a valid and reliable scale that allows medical students to assess the performance of standardized patients immediately following their interaction with the standardized patient. This scale constitutes an important contribution to the literature as it provides a tool for standardized patient trainers to assess standardized patients' weaknesses and help them improve their performance.KEY MESSAGESEvaluation of SP performance is essential to ensure the educational quality of clinical skills training programs.Students are the most relevant stakeholders to give feedback about SP performance immediately after encounters.The 'Standardized Patient Performance Rating Scale - Student Version' is a valid, reliable scale that can be used by students for the evaluation of standardized patients' strengths and weaknesses at individual-performance levels quickly.

Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish.

BACKGROUND: The performance of a clinical task depends on an individual's skills, knowledge, and beliefs. However, there is no reliable and valid tool for measuring self-efficacy beliefs toward clinical skills in the Turkish language. This research work aims to study the linguistic equivalence, validity, and reliability of a Self-Efficacy Scale for Clinical Skills (L-SES). MATERIALS AND METHODS: After reaching the original item pool of the scale, applying both forward and backward translation processes, and collecting responses of 11 experts from health professional sciences and educational sciences, the translation and adoption processes were completed. We randomly divided 651 medical students' responses to a 15-item questionnaire into two datasets and conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) analyses. RESULTS: CFA validated the three-factor model, and the model fit indexes were found to have acceptable values. The item factor loads ranged from .34 to .84, and items in the scale explained 47% of the total variance. Cronbach's alpha (.91), Spearman-Brown (.88), and Guttman Split-Half (.88) coefficients obtained within the scope of internal consistency reliability demonstrated that the scale had the desired internal consistency. CONCLUSION: The Turkish version of the short and universal learning self-efficacy scale for clinical skills questionnaire is a valid and reliable scale for measuring medical students' self-efficacy for clinical skills. Adopted questionnaires may have different factor structures when applied to two different cultures. We also discussed this issue as a hidden pattern in our study.

Comparison of textbook versus three-dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial.

AIM: The aim of this prospective randomized study was to compare the effectiveness of various educational tools in laparoscopic rectal surgery, including surgical textbooks, animation and cadaveric videos. METHOD: Initially, an electronic assessment test assessing knowledge of laparoscopic rectal surgery was created and validated. The test was sent to graduates completing a general surgery residency programme in Turkey, who were then randomized into four groups based on the type of study material. After a 4 week study period, the volunteers were asked to answer the same electronic assessment test imported into an edited live laparoscopic rectal surgery video. Pre- and posteducation assessment tests among the groups were compared. RESULTS: A total of 168 volunteers completed the pre-education assessment test and were randomized into four groups. Pre-education assessment test scores were similar among the groups (p > 0.05). Of 168 volunteers, 130 (77.3%) completed the posteducation assessment test. Posteducation assessment test scores were significantly higher in the three-dimensional (3D) animation + cadaveric video group (p < 0.01), the 3D animation group (p < 0.01) and the cadaveric group (p < 0.01) compared with the textbook group. Moreover, posteducation assessment test scores were significantly higher in the 3D animation + cadaveric video group than the 3D animation group (p < 0.01). Each group's posteducation assessment test scores were significantly higher than the pre-education assessment test scores, with the exception of the textbook group. CONCLUSION: Our study demonstrates that 3D animation + cadaveric videos, 3D animation alone and cadaveric videos are all superior to a surgical textbook when teaching laparoscopic rectal cancer surgery. Finally, our results show that 3D animation and cadaveric videos are also superior to textbooks in enabling an understanding of rectal surgery.

Assessment preferences of nursing and medical students: A correlational research.

AIM: The study aims to determine nursing and medical students' preferences for assessment in education and factors affecting their preferences for assessment. BACKGROUND: It is crucial to design the evaluation and evaluation processes in education to develop desired behaviours in education and to determine whether the intended goals in education have been achieved. In earlier studies on assessment practices affecting student learning and academic achievement, it has been emphasized that students' preferences for assessment and different practices in assessment have a significant effect on their academic performance. DESIGN: This research was designed as nonexperimental and quantitative research of correlational design with linear regression statistical analyses approach. METHODS: The participants consisted of 641 students (including 169 medical students with 472 nursing students), who were volunteered to participate in the study and reached with the method of convenience sampling. The 'Assessment Preferences Inventory' adapted to Turkish by Gulbahar and Buyukozturk (2008) was used as a data collection tool. To analyze the data, descriptive statistics, the Mann-Whitney-U test, the Kruskal-Wallis test and logistic regression with Bonferroni correction to control the type I error were applied. RESULTS: In the study, it was found that male students preferred alternative assessment methods and complex/constructive assessment more than female students and male students expected more questions assessing cognitive processes while female students needed more preparations for assessment. In addition, it was determined that medical students preferred complex/constructive assessment more; on the other hand, nursing students preferred simple-multiple choice assessment more and had the need for pre-assessment preparations more. Besides, it was detected that the variables of the students' grade level had an impact on their assessment preferences and that there was a minimal relationship between the students' age and academic achievement with their assessment preferences. CONCLUSIONS: This study showed that the department, gender and grade level were effective on assessment preferences.

The reliability and validity of the Turkish version of the oxford shoulder instability score.

Background: The aim of this study was to adapt the Oxford Shoulder Instability Score to Turkish culture and test its reliability and validity.Methods: This study included 118 patients with shoulder instability. Confirmatory factor analyses, and correlation coefficient between Oxford Shoulder Instability Score and Short Form 36 were calculated in order to test construct validity. Internal consistency was tested using Cronbach's alpha. Pearson correlation were calculated to test reliability. Differential item functioning analysis was performed to detect whether items exhibited differences according to gender.Results: Confirmatory factor analysis indicating the single structure of the Oxford Shoulder Instability Score was confirmed. Cronbach's alpha was calculated as 0.87 for the whole scale. There were positive and strong correlations between the first and follow-up assessments (r = 0.86, p < 0.01). The Turkish version of OSIS showed moderate and significant correlations with domains of the SF-36 in general. Results also showed that there was no item exhibiting differential item functioning analysis in the Turkish version of Oxford Shoulder Instability Score.Conclusion: The Turkish version of the Oxford Shoulder Instability Score is a reliable, valid, reproducible and practical tool. It can be used for patients with shoulder disorders and is recommended for clinical use.Implications for RehabilitationOxford Shoulder Instability Score is a 12-item tool measuring health-related quality of life and shoulder functions.Since the Turkish version of the Oxford Shoulder Instability Score is confirm to be a reliable, valid, and reproducible tool, it can be used in clinics to assess the functional status in patient with shoulder instability.It can be recommended to identify improvements in patients with shoulder problems for research purposes as well.