J Bartels1, J Backhaus2, R Kickuth3, F Fluck3, S König2, A Augustin3. 1. Institut für Medizinische Lehre und Ausbildungsforschung Würzburg (IMLA), Josef-Schneider-Straße 2, 97080, Würzburg, Deutschland. jakob.bartels@stud-mail.uni-wuerzburg.de. 2. Institut für Medizinische Lehre und Ausbildungsforschung Würzburg (IMLA), Josef-Schneider-Straße 2, 97080, Würzburg, Deutschland. 3. Institut für Diagnostische und Interventionelle Radiologie, Universitätsklinikum Würzburg, Würzburg, Deutschland.
Abstract
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.
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.
Entities:
Keywords:
Hands-on seminar; Interventional radiology; Medical education; Psychometrical evaluation; Simulation in education
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