Ramya Sugumar1, Archana Prabu Kumar2, K Maheshkumar3, R Padmavathi4, P Ramachandran5, Latha Ravichandran6, S Anandan7, P V Vijayaraghavan8. 1. Assistant Professor (Pharmacology), Sri Ramachandra Medical College & Research Institute, SRIHER (DU), Chennai, India. 2. Assistant Professor, Medical Education Unit, College of Medicine & Medical Sciences, Arabian Gulf University, Manama, Bahrain. 3. Assistant Medical Officer (Physiology & Biochemistry), Government Yoga & Naturopathy Medical College & Hospital, Chennai, India. 4. Associate Dean (PG Studies-Basic Sciences) & Professor (Physiology), Sri Ramachandra Medical College & Research Institute, SRIHER (DU), Chennai, India. 5. Associate Dean (PG Studies-Clinical) & Professor (Paediatrics), Sri Ramachandra Medical College & Research Institute, SRIHER (DU), Chennai, India. 6. Associate Dean (Education) & Professor (Paediatrics), Sri Ramachandra Medical College & Research Institute, SRIHER (DU), Chennai, India. 7. Dean-Medical College, Sri Ramachandra Medical College & Research Institute, SRIHER (DU), Chennai, India. 8. Vice Chancellor, SRIHER (DU), Chennai, India.
Abstract
BACKGROUND: Medical Council of India, introduced the Post Graduate (PG) curriculum as 'Competency Based Medical Education' (CBME). Feedback from the end users is a vital step in curriculum evaluation. Therefore, the primary objective of this study was to develop and validate a Structured Feedback Questionnaire (SFQ) for postgraduates, encompassing all the components of the PG-CBME curriculum. METHODS: SFQ was developed with 23 Likert based questions and four open ended questions. Content validation was done by Lawshe method. After getting institutional ethics clearance and informed consent, SFQ was administered to 121 final year PGs (response rate 100%). We performed Principal component analysis (PCA), Structural equation modeling (SEM), Chi squared test (χ2/df); goodness-of-fit index (GFI); adjusted GFI; comparative fit index (CFI) and root mean square error of approximation (RMSEA). Cronbach's alpha was done for estimating the internal consistency. RESULTS: The validation resulted in a three-factor model comprising of "curriculum" (42.1%), "assessment" (28%), and "support" (18.5%). Chi squared test (χ2/df ratio) < 2, CFI (0.78), GFI (0.72) and RMSEA (0.09) indicated superior goodness of fit for the three-factor model for the sample data. All the extracted factors had good internal consistency of ≥0.9. CONCLUSION: We believe that this 23 item SFQ is a valid and reliable tool which can be utilized for curriculum evaluation and thereby formulating recommendations to modify the existing curriculum wherever required, facilitating enriched program outcomes.
BACKGROUND: Medical Council of India, introduced the Post Graduate (PG) curriculum as 'Competency Based Medical Education' (CBME). Feedback from the end users is a vital step in curriculum evaluation. Therefore, the primary objective of this study was to develop and validate a Structured Feedback Questionnaire (SFQ) for postgraduates, encompassing all the components of the PG-CBME curriculum. METHODS: SFQ was developed with 23 Likert based questions and four open ended questions. Content validation was done by Lawshe method. After getting institutional ethics clearance and informed consent, SFQ was administered to 121 final year PGs (response rate 100%). We performed Principal component analysis (PCA), Structural equation modeling (SEM), Chi squared test (χ2/df); goodness-of-fit index (GFI); adjusted GFI; comparative fit index (CFI) and root mean square error of approximation (RMSEA). Cronbach's alpha was done for estimating the internal consistency. RESULTS: The validation resulted in a three-factor model comprising of "curriculum" (42.1%), "assessment" (28%), and "support" (18.5%). Chi squared test (χ2/df ratio) < 2, CFI (0.78), GFI (0.72) and RMSEA (0.09) indicated superior goodness of fit for the three-factor model for the sample data. All the extracted factors had good internal consistency of ≥0.9. CONCLUSION: We believe that this 23 item SFQ is a valid and reliable tool which can be utilized for curriculum evaluation and thereby formulating recommendations to modify the existing curriculum wherever required, facilitating enriched program outcomes.
Authors: Bruno José Nievas Soriano; Sonia García Duarte; Ana María Fernández Alonso; Antonio Bonillo Perales; Tesifón Parrón Carreño Journal: Int J Environ Res Public Health Date: 2020-04-13 Impact factor: 3.390