Sirinut Siritikul1, Sirikorn Chalanunt1, Chitipat Utrapiromsook1, Suchanard Mungara1, Tinakon Wongpakaran2, Nahathai Wongpakaran3, Pimolpun Kuntawong3, Danny Wedding4. 1. Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand. 2. Psychotherapy unit, Department of Psychiatry, Faculty of Medicine, Chiang Mai University, 110 Intawaroros Rd., T. Sriphum, A. Muang, Chiang Mai, Thailand. tinakon.w@cmu.ac.th. 3. Psychotherapy unit, Department of Psychiatry, Faculty of Medicine, Chiang Mai University, 110 Intawaroros Rd., T. Sriphum, A. Muang, Chiang Mai, Thailand. 4. Saybrook University, Oakland, California, USA.
Abstract
OBJECTIVE: Professionalism is a critical part of a medical education, and various activities have been proposed to enhance professionalism among medical students. Watching films is an activity to promote character related to professionalism. Limitation of such is a single group pre-posttest design raising concerns about the errors of measurement. The study aimed to demonstrate a method to deal with this design using Rasch analysis. RESULTS: This study used a pre-posttest design with 40 first year medical students. All participated in a 3-day activity that involved watching four selected movies: Twilight, Gandhi, The Shawshank Redemption and Amélie. These films offer compelling illustrations of the themes of self-regulation, humility, prudence and gratitude, respectively. All participants completed a 10-item composite scale (PHuSeG) addressing these themes before and after watching the movies. When determining who benefitted from the intervention, paired t-tests on the results of a Rasch analysis were used to evaluate changes between pre- and posttest. Using Rasch analyses, we could document the stability of the items from pre- to posttest, and significant changes at both the individual and group levels, which is a useful and practical approach for pre- and posttest design. Moreover, it helps validate the psychometric property of the instrument used.
OBJECTIVE: Professionalism is a critical part of a medical education, and various activities have been proposed to enhance professionalism among medical students. Watching films is an activity to promote character related to professionalism. Limitation of such is a single group pre-posttest design raising concerns about the errors of measurement. The study aimed to demonstrate a method to deal with this design using Rasch analysis. RESULTS: This study used a pre-posttest design with 40 first year medical students. All participated in a 3-day activity that involved watching four selected movies: Twilight, Gandhi, The Shawshank Redemption and Amélie. These films offer compelling illustrations of the themes of self-regulation, humility, prudence and gratitude, respectively. All participants completed a 10-item composite scale (PHuSeG) addressing these themes before and after watching the movies. When determining who benefitted from the intervention, paired t-tests on the results of a Rasch analysis were used to evaluate changes between pre- and posttest. Using Rasch analyses, we could document the stability of the items from pre- to posttest, and significant changes at both the individual and group levels, which is a useful and practical approach for pre- and posttest design. Moreover, it helps validate the psychometric property of the instrument used.
Entities:
Keywords:
Character strength; Composite scale; Gratitude; Humility; Medical students; Movies; Prudence; Self-regulation
Authors: Erin H Baker; Jacob E Dowden; Allyson R Cochran; David A Iannitti; Eric T Kimchi; Kevin F Staveley-O'Carroll; D Rohan Jeyarajah Journal: HPB (Oxford) Date: 2016-02-18 Impact factor: 3.647
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