Evaluating the Reliability and Validity of the Maastricht Clinical Teaching Questionnaire in Bahrain

Psychometric Properties Evaluation of Persian Version of the Maastricht Clinical Teaching Questionnaire

Background

Students are a significant source of data for the evaluation of clinical instructors' performance. This study was undertaken with the aim of adaptation and validation of the Persian version of the Maastricht Clinical Teaching Questionnaire (MCTQ). The main objective of the researchers in this study was to evaluation the psychometric properties of the Persian version of the Maastricht Clinical Training Questionnaire (P-MCTQ) in Iran, considering cultural and social differences.

Materials and Methods

This methodological study was conducted from 2019 to 2021 at four teaching hospitals affiliated with Sabzevar University of Medical Sciences, Iran. Qualitative and quantitative face and content validity, and construct validity methods were used for the validity evaluation. Stability and internal consistency methods were used, respectively, for the reliability evaluation of the questionnaire. Exploratory Factor Analysis (EFA) stage, 264 students studying in the fields of nursing, midwifery, anesthesiology, operating room, emergency medicine, and laboratory sciences completed the P-MCTQ.

Results

The value of scale-content validity index (0.92) is indicative of the overall content validity of the questionnaire. EFA extracted a single-factor structure that could explain the overall variance of the clinical education structure at about 76.61%. The alfa and intraclass correlation values were equal to 0.98 and 0.82, respectively, indicating the excellent internal consistency and high overall stability of the questionnaire.

Conclusions

The P-MCTQ is a valid and reliable tool for the evaluation of the teaching performance of clinical instructors.

Psychometric Properties of the Persian Questionnaire for Evaluation of Clinical Teaching at Outpatient Settings

PURPOSE

To assess the validity and reliability of the Persian Outpatient Clinical Teaching Evaluation (OCTE) questionnaire, in order to evaluate clinical teaching for undergraduate medical students.

METHODS

This was a methodological study conducted in Tabriz University of Medical Sciences in 2018. To assess the validity of the questionnaire, ten academic staff who had received master's degrees in medical education were chosen by convenience sampling. The first draft of the Persian questionnaire was derived from the Ministry of Health's clinical teaching standards booklet. The questionnaire consisted of just 15 obligatory items in the first draft of the questionnaire. Subsequently, the questionnaire was modified to be used in teaching outpatient clinics. Content validity indices were calculated. Subsequently, the modified questionnaires were given to 92 academic staff in Imam-Reza Hospital's outpatient clinics. We applied principle component analysis (PCA) and Varimax rotation for exploratory factor analysis (EFA). In order to confirm the EFA, confirmatory factor analysis (CFA) was used. Cronbach's alpha method, the intra-class correlation coefficient (ICC) and test-retest reliability were used to assess the reliability.

RESULTS

The overall content validity ratio (CVR), content validity index (CVI), and impact score (IS) were 0.78, 0.79, and 3.26, respectively. Out of 92 academic staff, 85 participated. The Keizer-Meyer-Olkin (KMO) measure of sampling adequacy for data was 0.726 (p-value=0.0001). After the EFA, the 10-item questionnaire loaded on three factors. The internal consistency of the questionnaire was established by Cronbach's alpha of 0.89 and the ICC was 0.94. Furthermore, there was a strong correlation with a 2-week retest interval.

CONCLUSION

The study demonstrated that the Persian clinical teaching questionnaire had optimal psychometric properties. Thus, application of this questionnaire at outpatient settings can be helpful.