Cuestionario de percepción de la formación pedagógica: estructura factorial y confiabilidad en académicos de la salud chilenos / Perception about teaching training process questionnaire: factor structure and reliability in chilean health faculties

INTRODUCCIÓN: El presente estudio analiza las propiedades psicométricas de un instrumento para evaluar la percepción de los docentes universitarios sobre las capacitaciones pedagógicas en las que participan. Esta evaluación se realiza considerando las características propias de una capacitación exitosa que facilite la transferencia al aula de lo aprendido. Sujetos y métodos: Estudio cuantitativo, psicométrico, transversal. Respondieron el cuestionario de percepción de la formación pedagógica (CPFP) más un cuestionario sociodemográfico, previo consentimiento informado, 117 docentes de grado del área de la salud, elegidos por muestreo no probabilístico por accesibilidad. Se realizó un juicio de experto del cuestionario antes de la aplicación, y después de ésta se realizó un análisis factorial exploratorio. RESULTADOS: El índice de validez del contenido del cuestionario fue aceptable. Según el análisis factorial exploratorio, los 42 ítems del CPFP se organizaron en cuatro factores: promoción de la reflexión docente, aprendizaje en redes funcionales, aprendizaje adaptado a las necesidades del docente y aprendizaje activo. Sus confiabilidades fluctuaron entre alfa = 0,68 y alfa = 0,951. CONCLUSIONES: El CPFP presenta evidencia a favor de su validez de contenido y de su validez de constructo. Asimismo, tres de sus factores presentan confiabilidades buenas o excelentes, con un factor con confiabilidad cuestionable que requeriría una mayor revisión

INTRODUCTION: The present study analyzes the psychometric properties of an instrument to assess university teachers' perceptions about pedagogical training in which they participate. This evaluation is carried out considering the successful training process' characteristics that facilitate learning transference to their classroom activities. Subjects and methods: Quantitative, psychometric, cross-sectional study was performed. 117 undergraduate teachers from health area degrees, chosen by non-probabilistic convenience sampling, answered Pedagogical Training Perception Questionnaire (CPFP) plus a sociodemographic questionnaire, with prior informed consent. The expert judgment of this questionnaire was performed before the survey. An Exploratory Factor Analysis (AFE) was performed after it. RESULTS: The questionnaire's Content Validity Index was acceptable. According to the AFE, their 42 items were organized into four factors: Promotion of teacher reflection, Learning in functional networks, Learning adapted to the needs of the teacher and Active learning. Their reliabilities fluctuated between α=0.680 and α=0.951. CONCLUSIONS: The CPFP presents evidence in favor of its content validity and its construct validity. Likewise, three of its factors present good or excellent reliability, with a factor with questionable reliability that would require further revision

Does the tutors' academic background influence the learning objectives in problem-based learning?

Background: Problem-based learning (PBL) is an essential element of the curriculum of the Medical University of Vienna (MUV) and is performed in an eight steps model with: clarifying, defining, analysing, shifting & sorting, identifying learning objectives, going to learn and coming back to talk and feedback. With an annual intake of up to 740 students the MUV has to recruit PBL tutors from various academic backgrounds including undergraduate near-peer students. Therefore, we were interested to see whether a tutor's academic background had an influence on the resulting PBL sessions as reflected by the percentage of learning objectives (LOs) which were actually achieved in relation to the intended LOs. Methods: For each PBL session "intended learning objectives" (ILOs) were defined. ILOs were communicated to all tutors by means of PBL session guides in order to provide homogenous learning opportunities to all students. However, it was not mandatory to reach all ILOs. The PBL coordination regarded a range of two thirds to three quarters of ILOs as a desirable goal. For analysis we retrieved data concerning ILOs, characteristics of tutors and PBL groups from the institution's PBL quality assurance system. Results: From 2012-2014, 216 PBL groups were facilitated by 106 tutors with different academic backgrounds. On average, 70.8% (95% CI: 69.2-72.5%) of the ILOs were achieved; MUV clinicians reached 74.3% (70.8-77.8%), MUV non-clinicians 74.2% (71.7-76.6%), external faculty (clinicians and non-clinicians) 68.6% (64.4-72.8%), and near-peer students 64.7% (61.8-67.7%). Statistically significant differences were found between near-peer students and MUV clinicians (p<.001) as well as MUV non-clinicians (p<.001). Conclusions: ILOs were reached within a satisfactory range. However, groups taught by near-peer students reached significantly fewer ILOs than groups taught by MUV faculty tutors. This finding raises the question whether tutor training for near-peer students should be intensified. Also, further research is needed to explore the group dynamics of student-led PBL groups.

Knowledge, attitude and associated factors among primary school teachers regarding refractive error in school children in Gondar city, Northwest Ethiopia.

INTRODUCTION: Refractive error is an important cause of correctable visual impairment in the worldwide with a global distribution of 1.75% to 20.7% among schoolchildren. Teacher's knowledge about refractive error play an important role in encouraging students to seek treatment that helps in reducing the burden of visual impairment. OBJECTIVE: To determine knowledge, attitude and associated factors among primary school teachers regarding refractive error in school children in Gondar city. METHODS: Institution based cross-sectional study was conducted on 565 primary school teachers in Gondar city using pretested and structured self-administered questionnaire. For processing and analysis, SPSS version 20 was used and variables which had a P value of <0.05 in the multivariable analysis were considered as statistically significant. RESULT: A total of 565 study subjects were participated in this study with a mean age of 42.05 ± 12.01 years. Of these study participants 55.9% (95% CI: 51.9, 59.8) had good knowledge and 57.2% (95% CI: 52.9, 61.4) had favorable attitude towards refractive error. History of spectacle use [AOR = 2.13 (95% CI: 1.32, 3.43)], history of eye examination [AOR = 1.67 (95% CI: 1.19, 2.34)], training on eye health [AOR = 1.94 (95% CI; 1.09, 3.43)] and 11-20 years of experience [AOR = 2.53 (95% CI: 1.18, 5.43)] were positively associated with knowledge. Whereas being male [AOR = 2.03 (95% CI: 1.37, 3.01)], older age [AOR = 3.05 (95% CI: 1.07, 8.72)], 31-40 years of experience [AOR = 0.23 (95% CI: 0.07, 0.72)], private school type [AOR = 1.76 (95% CI: 1.06, 2.93)] and 5th -8th teaching category [AOR = 1.54 (95% CI: 1.05, 2.24)] were associated with attitude. CONCLUSION: Knowledge and attitude of study subjects were low which needs training of teachers about the refractive error.