A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire

Msb, Yusoff

doi:10.21315/eimj2017.9.1.1

Cited by 21 publications

(25 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The construct refers to the concept, attribute, domain, or variable that is the target of measurement. The assessment purpose refers to the expected functions of the measurement tool, for examples, the Medical Student Stressor Questionnaire (MSSQ) was developed to identify the sources of stress in medical students (3) and the Anatomy Education Environment Measurement Inventory (AEEMI) was developed to measure the anatomy educational environment in medical schools (4). The relevance of an assessment tool refers to the appropriateness of its elements for the targeted constructs and functions of assessment, while the representativeness of an assessment tool refers to the degree to which its elements proportional to the facets of the targeted construct (2).…”

Section: Introductionmentioning

confidence: 99%

ABC of Content Validation and Content Validity Index Calculation

Yusoff¹

2019

EIMJ

Self Cite

900

618

View full text Add to dashboard Cite

There are five sources of validity evidence that are content, response process, internal structure, relation to other variables, and consequences. Content validity is the extent of a measurement tool represents the measured construct and it is considered as an essential evidence to support the validity of a measurement tool such as a questionnaire for research. Since content validity is vital to ensure the overall validity, therefore content validation should be performed systematically based on the evidence and best practice. This paper describes a systematic approach to quantify content validity in the form of content validity index based on the evidence and best practice.

show abstract

Section: Introductionmentioning

confidence: 99%

ABC of Content Validation and Content Validity Index Calculation

Yusoff¹

2019

EIMJ

Self Cite

900

618

View full text Add to dashboard Cite

show abstract

“…The 20-item Medical Student Stressors Questionnaire (MSSQ-20) measures the academic stress (56,57). The MSSQ-20 has six domains, including academic, interpersonal, teaching and learning, social, drive/desire, and group activity.…”

Section: Methodsmentioning

confidence: 99%

“…It is a self-reported self-scoring instrument that requires medical students to rate the intensity of stress caused by each source. The internal consistency (Cronbach's alpha) for the MSSQ-20 was more than 0.8 and ranged from 0.55 to 0.97 for each MSSQ construct (57). The MSSQ-20 has stable internal consistency over multiple measurements across different time intervals (58).…”

Section: Methodsmentioning

confidence: 99%

The Roles of Emotional Intelligence, Neuroticism, and Academic Stress on the Relationship Between Psychological Distress and Burnout in Medical Students

Yusoff

Hadie

Yasin

2021

Preprint

Self Cite

View full text Add to dashboard Cite

Background: Stress and burnout commonly threaten the mental health of medical students in Malaysia and elsewhere. This study aimed to explore the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students. A cross-sectional study was conducted with 241 medical students. Validated questionnaires were administered to measure burnout, psychological distress, emotional intelligence, personality traits, and academic stress, respectively. A structural equation modelling analysis was performed by AMOS. Results: The results suggested a structural model with good fit indices, in which psychological distress and academic stress were noted to have direct and indirect effects on burnout. The burnout levels significantly increased with the rise of psychological distress (p-value < 0.01) and academic stress (p-value < 0.01). Neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased (p-value < 0.010). Emotional intelligence had a significant direct effect on lowering burnout with the incremental increase of emotional intelligence (p-value < 0.05), but it was significantly reduced by psychological distress and neuroticism (p-value < 0.001). Conclusion: This study showed significant effects that psychological distress, emotional intelligence, academic stress, and neuroticism have on burnout. Academic stress and neuroticism significantly increased psychological distress, leading to an increased burnout level, while emotional intelligence had a significant direct effect on reducing burnout; however, this relationship was compromised by psychological distress and neuroticism, leading to increased burnout. Several practical recommendations for medical educators, medical students, and medical schools are discussed.

show abstract

“…It has been validated in countries such as Malaysia, 15 the Netherlands, 16 Romania, 17 Nepal 18 and India. 19 , 20 This questionnaire has also been translated to the Romanian language, 17 and it was stated in the systematic review performed by Yusoff et al 21 that the instrument has probably been translated into other languages as well. However, the relevant data is inaccessible to be referenced as the investigators have failed to disseminate the findings.…”

Section: Introductionmentioning

confidence: 99%

Validating the Medical Students' Stressor Questionnaire (MSSQ) from a Sri Lankan medical faculty

Jayarajah

Lakmal

Athapathu

et al. 2020

Journal of Taibah University Medical Sciences

View full text Add to dashboard Cite

Objectives The Medical Students' Stressor Questionnaire (MSSQ) is a specific tool to assess the degree of stress in medical students. However, this tool has not been validated in Sri Lanka. Therefore, this study contextually adapted the MSSQ and investigated its validity in the local context. Methods A total of 603 medical students, in various phases of their undergraduate training, from the Faculty of Medicine at the University of Colombo, participated in the study. Students who have completed their studies in the faculty for at least six months were included. The self-administered questionnaire was contextually adapted to the local setting and was approved by subject and language experts. Responses were analysed for construct validity (including exploratory factor analysis to estimate factor structure of the scale), sample adequacy, and internal consistency. Data were analysed using the SPSS statistical package. Results The mean age of the study cohort was 23.3 ± SD 2.0 years, while 258 (42.8%) were males. The MSSQ scale significantly correlated with the General Health Questionnaire ( p <0.001), indicating a strong concurrent validity. The exploratory factor analysis showed that items were loaded appropriately on five new factors, and the Kaiser-Meyer-Olkin measure (0.954) and Bartlett's test of sphericity (p<0.001) showed excellent sample adequacy. The internal consistency of the MSSQ overall (α = 0.95), and each of the new factors: (α > 0.82 for the first four factors and α = 0.54 for the fifth) were satisfactory. The test-retest reliability was high (Pearson's r = 0.918, p<0.001). Conclusions The contextually adapted MSSQ is a valid and reliable instrument that can be used in the assessment of stress among medical students.

show abstract

A Systematic Review on Validity Evidence of Medical Student Stressor Questionnaire

Abstract: To cite this article: Yusoff MSB. A systematic review on validity evidence of medical student stressor questionnaire.

Cited by 21 publications

References 35 publications

ABC of Content Validation and Content Validity Index Calculation

ABC of Content Validation and Content Validity Index Calculation

The Roles of Emotional Intelligence, Neuroticism, and Academic Stress on the Relationship Between Psychological Distress and Burnout in Medical Students

Validating the Medical Students' Stressor Questionnaire (MSSQ) from a Sri Lankan medical faculty

Contact Info

Product

Resources

About